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: Lauren Phillips 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
medical history, learning 4. category of
 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

characteristics, and other relevant disability

Completed
factors based on the needs of the
student. 5. date and services
of initial IEP.
Completed

CEC 1 6. Any relevant

family or medical
InTASC 1,2 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
school, including scheduling 3. demonstrates pertinent IDEA pertinent IDEA IDEA requirements.
procedures, the roles of team exceptional
 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

members, collaboration with knowledge of the requirements. requirements. requirements.

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
members.
with the IDEA requirements. 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
PLAAFP (IEP) and
Includes
multiple
Includes one
source for one or
Includes one
source for one or
Inadequate
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
Each PLAAFP statement contains levels statements.
present levels provided in relationship to relationship to
a narrative of current assessment Completed
statements. relation to grade grade level grade level
data from multiple assessment Information is level standards standards. standards. Sections
 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

sources and reflects the students 2. Information is provided in as well as Sections of the of the PLAAFP are
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.
grade level standards as well as standards as well as as well as strengths, needs, lacking in detail.
information related to the Completed information family input,
students strengths, needs, family 3. information regarding and impact of
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.
Completed the disability. parent-friendly
family members. The language is terms.
4. The language is written in
written in parent- parent-friendly
friendly terms. 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 students needs students needs students needs, they were selected of the student
accommodations listed in the IEP (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
 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

selected accommodations are 2. a concise the selected or how to their selection or

statement that accommodation they will be use.
needed and how they are to be 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
(IEP) in all areas goals and criteria and criteria and there do not incorporate
Objectives which Completed objectives in there are some are some which the principles of
most areas goals and incorporate the UDL. Academic
IEP goals and objectives are 2. incorporate the which objectives that principles of UDL. goals are not
SMART (specific, measurable,
 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

achievable, relevant to the needs principles of UDL incorporate the incorporate the Academic goals aligned with the
and Completed principles of principles of are not aligned MCCRS and written
of the student, and time-bound)
UDL and are UDL. Academic with the MCCRS at the instructional
and incorporate the principles of 3. are aligned with closely aligned goals use and written at the level, rather than
Universal Design for Learning the PLAAFP. with the language from instructional level, chronological grade
(UDL). Academic goals are Completed PLAAFP. the MCCRS, but rather than level.
aligned with the grade level alignment to the chronological
4. Academic goals Academic goals standards may grade level.
Maryland College and Career are aligned with the are aligned with be unclear.
Ready Standards (MCCRS). All MCCRS standards. the MCCRS
Completed standards.
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
Distinguished 4 points 3 points
Components and Basic/Needs scor
/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
y
Exceptional t

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. student.
Completed

CEC 3
 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

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
decisions that were made. of collaborative collaborative as well as weak weak skill in self-
2. decisions that
Address the extent to which were made.
practices as well practices as well skill in self- reflection.
required procedures were strong skill in as adequate skill reflection.
Completed
 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

followed in accordance with 3. Address the self-reflection. in self-reflection.

extent to which
IDEA, specifically related to prior required procedures
written notice, procedural were followed in
safeguards, timelines, and IEP accordance with
development. Discuss the IDEA, specifically
related to prior
decision-making process, written notice,
collaborative practices, and procedural
critique your role in the process safeguards,
timelines, and IEP
(maximum of 2 pages). development.
Completed

4. decision making
CEC 6, 7 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
Components and Basic/Needs scor
/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
y
Exceptional t

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.
error. errors. understand and/or there are errors
quality. Information throughout there are errors throughout the
Completed
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