IEP-at-a-glance rubric
Revised 2008 Barthold
August 08
Points / 0 / 1 / 2IEP Objectives / · Confidentiality is not protected
· One benchmark is selected / · Goals are selected instead of benchmarks
· Only two goals/objectives selected / · At least 3 benchmarks selected
· Initials are used in lieu of names
Social, Communication, and Friendship Skills / · No supports are identified
· Supports selected are too intrusive or intense
· Focus is on “weaknesses” of the child / · Less than three supports are identified
· Social skills only supported during either planned activities OR unplanned activities / · At least three supports for social skills are identified
· Strengths are listed
· Social skills are supported during planned and unstructured activities
· Peers are used as supports to the greatest extent possible
Level/types of supports / · No supports listed
· Focus is on “weaknesses” of the child
· Supports are described so that they could not be implemented without further information / · Support discussion is somewhat vague
· Supports focus only on either planned activities OR unplanned activities / · At least one specific support is listed
· Student strengths are listed to help with facilitation
· Supports focus on both planned and unstructured activities
Physical, Safety, and Health Concerns / · No supports listed
· Justification not provided or no evidence that supports were discussed with co-op / · Only in-school or only home concerns are addressed
· Concerns do not offer solutions or accommodations
· Justification provides some evidence that supports were discussed with co-op / · Both in-school and home physical concerns are addressed
· Solutions or accommodations are suggested
· If no supports are listed, justification provides clear evidence that in-school and home supports were discussed with co-op
Behavior Supports / · Behavior supports are not listed
· Supports are inappropriate
· Supports are too restrictive
· Supports are not based upon discussion with co-op or FBA / · Suggestions are vague and difficult to follow
· Supports address either outbursts OR withdrawal
· Discussion with co-op or FBA not clear / · Specific suggestions on how to handle behavior problems are provided
· Supports address both outbursts AND withdrawal
· Supports allow child to participate to the greatest extent possible OR are clearly based on an existing FBA
Communication / · Supports are targeted towards only one facet of communication
· Supports are inappropriate and do not relate to the IEP / · Supports only address two to three areas of communication
· Supports are somewhat vague and difficult to understand / · Supports address oral, written, receptive and nonverbal communication
· Supports are described in enough detail for implementation
Data Collection / · No person selected to implement data collection
· No data collection procedures are suggested / · Data collection procedures consist of only anecdotal notes
· It would be very difficult to implement data collection procedures described / · Data collection procedures are objective and empirical
· Data collection procedures are appropriate to the classroom environment
· Person responsible for data collection is described
Home Communication / · Frequency of communication is inappropriate
· Only barriers to communication are listed AND no preferred mode of communication is stated / · No preferred mode of communication is stated OR
· Barriers to communication are listed but no solutions are suggested
· No “point person” is suggested
· Frequency of communication might be somewhat inappropriate / · Preferred mode of communication is stated
· Barriers to communication are addressed
· “Point person/s” for communication are identified or discussed
· Frequency of communication is appropriate for the setting and the child
Transitions / · Transitions are not addressed
· Suggestions or inappropriate or cannot be carried out in a classroom environment / · Only transitions OR unexpected events are addressed
· Suggestion is either age-appropriate or developmentally appropriate, but not both / · Both transitions and unexpected events are addressed
· Suggestion is both age-appropriate and developmentally appropriate
Participation in Planned Activities / · Adaptations are inappropriate for the classroom
· Adaptations would routinely lead to exclusion of the targeted child
· Peers are not included in adaptations / · Adaptations are somewhat intrusive
· Adaptations might lead to exclusion if not implemented correctly
· Adaptations are vague and not easily understood / · Specific instructions are listed as to how to either adapt, augment, or alter activities
· Adaptations allow for access to general education curriculum
· Adaptations are peer mediated whenever possible
Total Points (20)