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iRubric: Special Education Teacher Participation at IEP Meetings rubric
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Special Education Teacher Participation at IEP Meetings
Student Participation at IEP Meetings
Special Education Teacher Participation Rubric for IEP Meetings (Special Education)
Rubric Code:
X586XW
By
dkreed
Ready to use
Public Rubric
Subject:
(General)
Type:
(Other)
Grade Levels:
(none)
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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:
(General)
Types:
(Other)
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