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: Conor Scott 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

disability
characteristics, and other relevant 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
thorough
Includes a
thorough
Includes a
description of
Includes an
incomplete
Includes an
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
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/ Unsatisfactor
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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.
Discuss how this process aligns 4. coordination with
parents and team
with the IDEA requirements. members.
Completed

5 The process of
CEC 1 providing written
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
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
 5 points 2 points
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Exceptional t

data from multiple assessment Information is level standards standards. standards. Sections
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.
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 regarding and impact of
3. information
strengths, needs, the disability.
input, and impact of the disability regarding strengths,
family input, The language is
in language that is needs, family input,
and impact of the and impact of written in
understandable to parents or disability. the disability. parent-friendly
family members. Completed The language is terms.
written in
4. The language is parent-friendly
written in parent- terms.
CEC 1 friendly terms.
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
 5 points 2 points
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/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
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Exceptional t

are accompanied by statements Completed that briefly description of implemented. accompanying

which clearly describe why the describes why why they were description related
2. a concise the selected or how to their selection or
selected accommodations are 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
were selected and be implemented.
student to access instruction and Completed
assessment.
3. how they will be
implemented.
Completed
CEC 3
InTASC 4

Includes Includes Most goals and Some goals and Goals and
1. SMART goals objectives meet objectives do not objectives do not 5
II. C. IEP Goals and and objectives from SMART IEP the SMART meet the SMART meet the SMART
(IEP) in all areas goals and criteria and criteria and there criteria and do not
Objectives which Completed objectives in there are some are some which incorporate the
 5 points 2 points
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Distinguished 4 points 3 points
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IEP goals and objectives are most areas goals and incorporate the principles of UDL.
2. incorporate the which objectives that principles of UDL. Academic goals are
SMART (specific, measurable, principles of UDL incorporate the incorporate the Academic goals not aligned with the
achievable, relevant to the needs 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
the PLAAFP. with the language from instructional level, chronological grade
Universal Design for Learning Completed
PLAAFP. the MCCRS, but rather than level.
(UDL). Academic goals are
alignment to the chronological
aligned with the grade level 4. Academic goals Academic goals standards may grade level.
are aligned with the are aligned with
Maryland College and Career MCCRS standards. be unclear.
the MCCRS
Ready Standards (MCCRS). All 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
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1. All All Supplementary Some of the The supplementary

supplementary aids, supplementary aids, services, 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
 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

CEC 3
InTASC 4

Part III. Reflection

Reflective narrative Reflective Reflective Reflective Reflective narrative
to address the narrative reveals narrative reveals narrative reveals 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 practices as well practices as well skill in self-
 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

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

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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/ Unsatisfactor
Requirements Proficient Satisfactory Improvemen e
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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