Scoring Rubric IEP Case Study

Towson University
College of Education
Department of Special Education
Student Case Study and IEP Development Project
Refer to the attached instruction sheet for a specific explanation of requirements for this assessment. Responses to components and
requirements should be completed in narrative format.

Candidate: Jonathan Robinson Date: April 24, 2017

5 points 2 points
1 point Your
Distinguished 4 points 3 points
Components and Basic/Needs scor
/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
y
Exceptional t

Part I. Background Information

Includes a complete,
concise summary of
Includes a
complete,
Includes a
complete,
Includes an
incomplete
Includes an
incomplete 5
I. A. Student Background the students concise concise summary of the summary of the
background, which summary of the summary of the students students
Based on a review of the records, addresses each of students students background, which background, with
the components background, background, addresses some of main factors
information from team members, listed, with which addresses which addresses the components missing.
and informal observations, exceptional skill in
each of the each of the listed.
provide background information synthesis.
components components.
1. reason for
about the case study student. referral. Completed listed, with skill
Include information about the in synthesis.
reason for the referral, any pre- 2.Pre-referral
strategies
referral strategies, timeline for Completed
identification, category of the
disability, dates and types of 3. timeline of
services, relevant family and process Completed
 5 points 2 points
1 point Your
Distinguished 4 points 3 points
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/ Unsatisfactor
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Exceptional t

medical history, learning

4. category of
characteristics, and other relevant disability
factors based on the needs of the Completed
student.
5. date and services
of initial IEP.
Completed
CEC 1
6. Any relevant
InTASC 1,2 family or medical
history Completed

7. Summary of
students learning
and behavioral
characteristics,
including cultural,
linguistic and
language
development.
Completed

1. Includes a Includes a Includes a Includes an Includes an

thorough thorough description of incomplete incomplete 5
I. B. IEP Process description of the description of the IEP process description of the description of the
IEP process and the IEP process and preparation IEP process or IEP process or
Based on the interviews and Completed and preparation for the annual preparation for the preparation for the
review of pertinent documents, for the annual review, and annual review, and annual review, but
2. preparation for review, and demonstrates demonstrates demonstrates some
provide a description of the IEP the annual review,
demonstrates knowledge of knowledge of some misconceptions of
process used at the case study and Completed
knowledge of the some of the of the pertinent the pertinent IDEA
 5 points 2 points
1 point Your
Distinguished 4 points 3 points
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Exceptional t

school, including scheduling 3. demonstrates pertinent IDEA pertinent IDEA IDEA requirements.
exceptional requirements. requirements. requirements.
procedures, the roles of team knowledge of the
members, collaboration with pertinent IDEA
parents/guardians, and team requirements
members responsibilities in Completed
preparing for the annual review. 4. coordination with
Discuss how this process aligns parents and team
with the IDEA requirements. members.
Completed

5 The process of
providing written
CEC 1 notice. Completed
InTASC 1, 2 6. The role of each
service provider and
his responsibilities
in preparation for
the team.
Completed

7. Discuss the IEP

process as related to
IDEA 2004.
Completed

Part II. Content of the IEP

Includes detailed Includes Includes one Includes one Inadequate
PLAAFP (IEP) and multiple source for one or source for one or assessment 5
II. A. Present Levels of information about measures of the more of the more of the information to
1. the multiple students students students present support students
Academic Achievement and measures used to present levels present levels levels statements, present levels
Performance (PLAAFP) develop the used to develop statements. with an statements, with an
students present the students Information is incomplete incomplete
 5 points 2 points
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Each PLAAFP statement contains levels statements. present levels provided in relationship to relationship to
Completed statements. relation to grade grade level grade level
a narrative of current assessment
Information is level standards standards. standards. Sections
data from multiple assessment 2. Information is provided in as well as Sections of the of the PLAAFP are
sources and reflects the students provided in relation relation to grade information PLAAFP are either either incomplete or
current performance in relation to to grade level level standards regarding incomplete or lacking in detail.
standards as well as as well as strengths, needs, lacking in detail.
grade level standards as well as Completed
information family input,
information related to the
regarding and impact of
students strengths, needs, family 3. information
regarding strengths, strengths, needs, the disability.
input, and impact of the disability needs, family input, family input, The language is
in language that is and impact of the and impact of written in
understandable to parents or disability. the disability. parent-friendly
Completed The language is terms.
family members. written in
4. The language is parent-friendly
written in parent- terms.
friendly terms.
CEC 1 Completed

InTASC 1, 2

1. Includes
appropriate
Includes
appropriate
Includes
appropriate
Includes
instructional and
Instructional and
testing 5
II. B. Instructional and instructional and instructional instructional testing accommodations
testing and testing and testing accommodations, are not included or
Testing Accommodations accommodations accommodation accommodation without a are inappropriate
based on the s based on the s based on the description of why based on the needs
The instructional and testing
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accommodations listed in the IEP students needs students needs students needs, they were selected of the student
(IEP) and and a statement but no or how they will be without an
are accompanied by statements Completed that briefly description of implemented. accompanying
which clearly describe why the describes why why they were description related
selected accommodations are 2. a concise the selected or how to their selection or
needed and how they are to be statement that accommodation they will be use.
describes why the s were selected implemented.
implemented to enable the accommodations
or how they will
student to access instruction and were selected and
be implemented.
assessment. Completed

3. how they will be

implemented.
Completed
CEC 3
InTASC 4

Includes Includes Most goals and Some goals and Goals ad objectives
1. SMART goals objectives meet objectives do not do not meet the 5
II. C. IEP Goals and and objectives from SMART IEP the SMART meet the SMART SMART criteria and
goals and
 5 points 2 points
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Objectives (IEP) in all areas objectives in criteria and criteria and there do not incorporate
which Completed most areas there are some are some which the principles of
IEP goals and objectives are which goals and incorporate the UDL. Academic
2. incorporate the incorporate the objectives that principles of UDL. goals are not
SMART (specific, measurable, principles of UDL principles of incorporate the Academic goals aligned with the
achievable, relevant to the needs and Completed UDL and are principles of are not aligned MCCRS and written
of the student, and time-bound) closely aligned UDL. Academic with the MCCRS at the instructional
3. are aligned with
and incorporate the principles of the PLAAFP.
with the goals use and written at the level, rather than
Universal Design for Learning PLAAFP. language from instructional level, chronological grade
Completed
the MCCRS, but rather than level.
(UDL). Academic goals are Academic goals alignment to the chronological
aligned with the grade level 4. Academic goals are aligned with
are aligned with the standards may grade level.
Maryland College and Career MCCRS standards.
the MCCRS be unclear.
Ready Standards (MCCRS). All standards.
Completed
goals and objectives are aligned
with the assessment data and
present levels statements
included in the PLAAFP.
CEC 3
InTASC 4
 5 points 2 points
1 point Your
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1. All
supplementary aids,
All
supplementary
Supplementary
aids, services,
Some of the
supplementary
The supplementary
aids, services, 5
II. D. Supplementary Aids services, program aids, services, program aids, services, program
modifications, and program modifications, program modifications, and
and Services, Program supports (from IEP) modifications, and supports are modifications, and supports are
Modifications, and Supports are aligned with the and supports are aligned with the supports are incomplete based
needs and impact of aligned with the needs and aligned with the on the needs and
The supplementary aids and the students
needs and impact of the needs and impact impact of the
services, program modifications, disability.
impact of the students of the students students disability.
Completed
and supports are clearly aligned students disability. There disability. Information to
to the students needs and impact 2. An explicit disability. An is minimal Information to describe how these
of the disability, as outlined in the rationale is provided adequate information to describe how these supports will be
to describe how rationale is describe how supports will be delivered and why
PLAAFP. The circumstances and provided to these supports delivered and why they are essential
these supports will
manner in which these supports be delivered and describe how will be delivered they are essential for the student is
will be provided are clearly Completed these supports and why they are for the student is either missing or
described, allowing for clear will be delivered essential for the either missing or incomplete.
3. why they are and why they are student. incomplete.
implementation of the IEP. essential for the essential for the
student.
 5 points 2 points
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Completed student.

CEC 3
InTASC 4

Part III. Reflection

Reflective narrative
to address the
Reflective
narrative reveals
Reflective
narrative reveals
Reflective
narrative reveals
Reflective narrative
reveals a lack of 5
Include a reflective narrative to events that occurred knowledge of the general little information knowledge of
1. during the required knowledge of the of the required required procedures
address the events that occurred meeting. procedures and required procedures and and collaborative
during the meeting, including Completed understanding procedures and collaborative styles styles as well as
 5 points 2 points
1 point Your
Distinguished 4 points 3 points
Components and Basic/Needs scor
/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
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Exceptional t

decisions that were made. of collaborative collaborative as well as weak weak skill in self-
2. decisions that practices as well practices as well skill in self- reflection.
Address the extent to which were made. strong skill in as adequate skill reflection.
required procedures were Completed self-reflection. in self-reflection.
followed in accordance with
IDEA, specifically related to prior 3. Address the
extent to which
written notice, procedural required procedures
safeguards, timelines, and IEP were followed in
development. Discuss the accordance with
IDEA, specifically
decision-making process, related to prior
collaborative practices, and written notice,
critique your role in the process procedural
safeguards,
(maximum of 2 pages). timelines, and IEP
development.
Completed
CEC 6, 7 4. decision making
process. Completed
InTASC 9, 10
5. collaborative
practices.
Completed

6. Your roll in the

process Completed

Part IV. Professionalism

 5 points 2 points
1 point Your
Distinguished 4 points 3 points
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The IEP is The IEP is well The IEP is well Multiple sections Multiple sections in
The assignment is submitted on
submitted on time written and written and in the IEP are the IEP are written 5
and exceptionally includes only includes several written in ways in ways that makes
the due date, free of grammatical written and free of one grammatical grammatical or that makes the the content difficult
or typographical errors and grammatical or or typographical typographical content difficult to to understand and
typographical
writing is of a high professional errors. Completed
error. errors. understand and/or there are errors
quality. Information throughout there are errors throughout the
throughout the document.
the IEP is free of educational document.
jargon and acronyms are defined.

CEC 7
InTASC 9

Total Score /40

Rating /5

Key Points/Score

36 40 = 5

32 35 = 4

28 31 = 3

24 27 = 2

0 -23 = 1