- The Kent ISD IEP Rubric has two levels of measure: compliance and promising practice to support student outcomes. The compliance column is the measure of quality by which the IEP meets a threshold of procedural compliance and educational benefit. The promising practice column is a measure of higher quality that promotes genuine access, participation, and progress in the general education curriculum and settings, while actively supporting the unique needs of a student. Additionally, high expectations are set for each student, and the IEP actively seeks to close gaps in relationship to the student’s grade/age-level peers.
- Points are assigned based on whether the criteria is met or not, and/or met in all, some, or not evidenced. Items scored N/A will not count for or against in final scoring. At the completion of this rubric, printed results will be available.
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Section 1. REED and Evaluation
Item 1
Compliance | 1 pt | 0 pts | N/A |
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A reevaluation and offer of FAPE occurred within 36 months of the previous offer of FAPE tied to a reevaluation |
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Comments |
Item 2
Compliance | 1 pt | 0 pts | N/A |
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All of the data sources were reviewed as part of the Review of Existing Evaluation Data: previous evaluation team findings, current classroom-based, local, or state assessments, classroom-based observations, observations by teachers and related service providers, and evaluations and input provided by the parents/guardians. |
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Comments |
Item 3
Compliance | 1 pt | 0 pts | N/A |
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The team identified what additional data were needed to determine if the student had a disability, required special education and/or related services, and determine the PLAAFP. |
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Comments |
Item 4
Compliance | 1 pt | 0 pts | N/A |
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A full and individual evaluation with related and appropriate data was completed by a MET and meets the requirements for each suspected area of disability. |
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Comments |
Item 5
Compliance | 1 pt | 0 pts | N/A |
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A variety of assessment tools and strategies were used including information provided by the parent/guardian |
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Comments |
Section 2. Present Level of Academic Achievement and Functional Performance (PLAAFP)
Item 6
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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For each area of need, the IEP contains a statement of the student’s present levels of academic achievement and functional performance (PLAAFP) based on relevant data sources and the corresponding/specific data. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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For each area of need, the IEP uses comprehensive assessment with at least three relevant data sources and the corresponding/specific data. |
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Comments |
Item 7
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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There are statements of student strengths in relation to each need area. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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In each area of need that is being addressed through a goal, there are statements of the prerequisite skills the student has mastered and/or progress data from the previous IEP goals as a starting point. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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Statements of student strengths in relation to the need areas include current data. |
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Comments |
Item 8
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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In each area of need that is being addressed through a goal or Supplementary Aid/Service, the IEP includes statements of the student’s skill deficit/barriers to learning. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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All demonstrated need areas include current data relevant to the student’s skill deficit. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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Data sources listed are those that can be used to monitor student progress in this area. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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In each area of need, the IEP defines in understandable terms where the student currently functions as compared to grade and age level peers/expectation. |
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Comments |
Item 9
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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Each area of need in the PLAAFP includes a statement of the impact on general education performance. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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The IEP specifically states how the disability impacts access to the general education curriculum. The reader does not need to make inferences to make this connection. |
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Comments |
Item 10
Promising Practice | 1 pt | 0 pts | N/A |
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Areas of need are identified to address all qualifying criteria/core features of the disability. |
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Comments |
Section 3. Supplementary Aids/Program Modifications/Support for School Personnel
Item 11
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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The PLAAFP provides data which correlates to Supplementary Aids and Services that are needed to address the student’s missing skills, concepts and for accessibility and participation in the general education curriculum (to the maximum extent possible). |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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Data in the PLAAFP describes the use of the Supplementary Aid(s) and Service(s) and the associated outcome of its use. |
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Comments |
Item 12
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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The Supplementary Aids and Services table specifies the frequency/timeline and location of use. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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The Supplementary Aids and Services table provides specific details on how, when, how often, and to what degree supplementary aids and services will be used in instruction. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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The Supplementary Aids and Services table specifically describes how the supplementary aids and services provide access to the general education curriculum. |
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Comments |
Item 13
Compliance | 1 pt | 0 pts | N/A |
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In the case of a student whose behavior impedes the student’s learning or that of others, the IEP team considered the use of positive behavioral interventions and supports, and other strategies, to address that behavior. Needs are selected and included in the SAS table or included in the Notice as considered options if not selected. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The PLAAFP describes the type of positive behavioral intervention and/or support required. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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Data related to the effectiveness of the positive behavioral intervention and/or support is included in the PLAAFP. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The supplementary aids and services table specifically describes how the positive behavioral intervention and/or support provides access to the general education curriculum. |
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Comments |
Item 14
Compliance | 1 pt | 0 pts | N/A |
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Assistive Technology and Communication needs are identified in the PLAAFP, selected, and included in the SAS table OR included in the Notice as considered options if not selected. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The PLAAFP describes the type of Assistive Technology and Communication support required. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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Data related to the Assistive Technology and Communication need is included in the PLAAFP. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The supplementary aids and services table specifically describes how the Assistive Technology and Communication support provides access to the general education curriculum. |
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Comments |
Item 15
Compliance | 1 pt | 0 pts | N/A |
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If applicable, the SAS identify supports, such as consultation, professional learning, or indirect student supports that are needed for school personnel to implement the IEP. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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If applicable, adult support is clearly identified and connected to the supplemental instruction, accommodations, and modifications with explicit connections as to how those supports provide for the student’s progress in the general education curriculum. |
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Comments |
Section 4. Goals & Objectives/Benchmarks
Item 16
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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In each area of need that is being addressed through a goal, there is a connection between the PLAAFP and Goals. Consistent skills are described in both the PLAAFP and the goal. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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There is a clear and explicit connection between all goals and their corresponding PLAAFP sections evidenced by consistent data sources used to describe baseline data as well as the target for the goal. |
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Comments |
Item 17
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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For each goal, there is a relevant curriculum reference and standard selected aligned to the student’s current grade-level, when applicable. |
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Comments |
Item 18
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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IEP goals and objectives/benchmarks are written in observable and measurable language that define the skills the student will learn. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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The IEP goal specifically describes the methods used for measurement of progress. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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The IEP goal targets the underdeveloped skill needed to progress within the curriculum rather than selecting assessment-specific outcomes. |
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Comments |
Item 19
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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IEP goals and objectives have defined mastery criteria for growth based on baseline data from the PLAAFP and/or expected rate of progress, which encompass achievable scope of growth over the course of one year. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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IEP goals/objectives use individualized mastery criteria that are uniquely defined through baseline data and not always measured using standard 80% or 4 out of 5 trials. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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Based on baseline data, benchmarks encompass high expectations for learning that are achievable over the course of one year. |
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Comments |
Item 20
Compliance | 2 pts | 1 pt | 0 pts | N/A |
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Based on progress reporting, student’s progress monitoring includes data that aligns with the criteria, evaluations, and schedule listed in the short-term instructional objectives/benchmarks table. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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Service capture includes bi-weekly (unless otherwise and appropriately stated) data collection that is related and appropriate as a measure of progress toward goals. |
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Comments |
Section 5. Programs and Services
Item 21
Compliance | 1 pt | 0 pts | N/A |
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The IEP specifies the special education programs and/or related services the student is to receive. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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There is a clear and explicit connection between programs and services and need areas identified in the PLAAFP. |
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Comments |
Promising Practice | 2 pts | 1 pt | 0 pts | N/A |
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There is strong evidence that program and service mode and time match the degree of student need as described in the PLAAFP. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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It is evident through the PLAAFP, supplementary aids and services, goals and objectives and the alignment to program and service frequencies that Least Restrictive decision making was considered. |
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Comments |
Section 6. Secondary Transition
Item 22
Compliance | 1 pt | 0 pts | N/A |
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If applicable, a representative from any participating agency responsible for providing or paying for transition services was invited to the IEP. |
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Comments |
Item 23
Compliance | 1 pt | 0 pts | N/A |
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An updated transition assessment drives the development of the transition plan. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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Transition assessment has been completed within the last 3 months to support the student’s current vision. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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In the Transitions Assessment section, specific data for the four transition activity areas, based on the completion of the most recent transition assessment, is provided. |
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Comments |
Item 24
Compliance | 1 pt | 0 pts | N/A |
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The IEP includes an annual, measurable postsecondary goal. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The annual goal/objectives include a skill, baseline for the skill, target, and method of measurement. |
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Item 25
Compliance | 1 pt | 0 pts | N/A |
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At least one Transition Activity/Service is based on the individual’s areas of need that reasonably enables the student to meet their postsecondary goals. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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Transition Activities/Services are individualized and aligned to the student's current transition vision in all areas and targets barriers and underdeveloped skills. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The IEP does not rely on district prescribed Transition activities/services that are not unique to the student’s transition vision. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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It is clear that the district and outside agency (when applicable) has ownership of some transition activities. |
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Comments |
Item 26
Compliance | 1 pt | 0 pts | N/A |
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The IEP includes a course of study to reasonably enable the student to meet his or her postsecondary goal. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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The course of study accurately aligns with the student’s transition vision and is ambitious, data-driven, and achievable. |
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Comments |
Section 7. Other IEP Considerations
Item 27
Compliance | 1 pt | 0 pts | N/A |
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The following members of the IEP team attended the IEP meeting: parent/guardian, general education teacher, special education teacher/service provider, district representative, and evaluation team representative. |
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Comments |
Item 28
Compliance | 1 pt | 0 pts | N/A |
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Parent participation is evidenced within the IEP through their attendance and offering student strengths and/or parent concerns and/or options considered within the Notice. |
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Comments |
Item 29
Compliance | 1 pt | 0 pts | N/A |
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There was documentation of an excusal and written input if a required member was not in attendance. |
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Item 30
Compliance | 1 pt | 0 pts | N/A |
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If the parent did not attend, repeated attempts to invite the parent were documented. |
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Item 31
Compliance | 1 pt | 0 pts |
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The IEP explains the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular services and other nonacademic activities. |
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Comments |
Promising Practice | 1 pt | 0 pts |
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The IEP describes, in detail, any circumstances in which the student is educated outside of the general education curriculum/setting and specifically aligns to the programs and services. |
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Comments |
Item 32
Compliance | 1 pt | 0 pts | N/A |
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If state assessments are required, the IEP includes accommodations necessary for measuring the performance of the student on state and district-wide assessments or rationale for participation in an alternate assessment. |
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Comments |
Promising Practice | 1 pt | 0 pts | N/A |
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Test accommodations are a result of student need and align with accommodations listed in the SAS table. |
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Comments |
Item 33
Compliance | 1 pt | 0 pts | N/A |
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The student’s IEP and offer of FAPE was held within 12 months of the previous offer of FAPE. |
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Comments |
Section 8. IEP Appearance
Item 34
Promising Practice | 2 pts | 1 pt | 0 pts |
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The IEP is free of errors in the areas of grammar, spelling, and data-entry. The IEP includes user friendly language, professionalism, and logical flow of information. |
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Comments |
Item 35
Promising Practice | 2 pts | 1 pt | 0 pts |
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In considering the entirety of the IEP, there is evidence that it is meaningfully developed, aligned to the student’s disability, focuses on barriers/underdeveloped skills, and promotes annual student growth and achievement in the least restrictive environment. |
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Comments |