Iep Rubric

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IEP Rubric
A rubric is a self-assessment tool, which is constructed to review the critical components of a process such as writing IEPs. The
components are described in operational terms from best practice to less acceptable practices. By self-assessing using a rubric a person,
team or staff can reflect on where they are in implementation practices. The domains are listed in the order in which they appear in an IEP.
Adapted from Ohio State Department of Education State Support Team #1, Retrieved from: http://www.ohioschoolleaders.org/iep_tool/index.htm and adapted from 5IEP Rubric
document, Retrieved from www.aea8.k12.ia.us/documents/filelibrary/special.../5_IEP_Rubric.doc, and http://www.docstoc.com/docs/115427598/IEP-Rubric-8-06-07
Updated 1.10.2013
1|Page
9/30/12
Inter-rater Agreement IEP Quality Indicators Rubric
Student _________________________________
IEP Developer_______________________________
Date _________________
(date form filled out)
District/Building _____________________
IEP Reviewer_______________________________
Type of IEP _____________________
Date of IEP _______________________________
Total Points __________
Section 7-7A: Demographic Information/Student Record Information/Attendance/Required System Data

Domain
1.Date and Type of Meeting
1 (Needs Development)
Type of IEP meeting and IEP
components do not match.
2. Student and Family

Information
Incomplete information or
information recorded inaccurately.
3. IEP Start and Duration

and Reevaluation Due
Duration and reevaluation date do

not match type of meeting.
4. Student eligibility
categorical areas (Primary,
Secondary, Tertiary)
5. Persons Present (Required
participants, Procedural
Review
2 (Proficient)
*****
*****
3 (Exemplary)
Date of IEP is within 12 months and reevaluation within the last 3 years. Type of
meeting matches completed IEP
components.
Parent and student information recorded
completely and accurately.
Duration and reevaluation date match type
of meeting.
Point Value/Notes
Point Value _____

Point Value _____
Point Value _____
Point value_____
*****
Accurate list of all persons present which

includes LEA representative, general
education teacher, parent, special
education teacher, individual who can
interpret the instructional implications of
the evaluation results, and student, if
applicable (age 16), or younger, if
determined appropriate by the IEP team
and special education teacher/case
manager. Dates reflect student & parent
notification while student is 16 years old.
Point Value _____
Adapted from Ohio State Department of Education State Support Team #1, Retrieved from: http://www.ohioschoolleaders.org/iep_tool/index.htm and adapted from 5IEP
Rubric document, Retrieved from www.aea8.k12.ia.us/documents/filelibrary/special.../5_IEP_Rubric.doc, and http://www.docstoc.com/docs/115427598/IEP-Rubric-8-06-07
Updated 1.10.2013
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Domain
6. Transfer of Rights
2 (Proficient)
*****
3 (Exemplary)
Information completed for transfer of
rights.
Point Value/Notes
Point Value _____
Section 7B: Present Levels of Academic Achievement and Functional Performance (Ages 3-21 years)
Domain
1 Strengths, interests, and
preferences addressed
One or two of the three addressed.
2. Results of most recent

evaluation
No evaluation information addressed

in this section.
3. Results of State and

District assessments
No state and district assessments are

reported for student.
4. Description of academic,
developmental, and or
functional strengths of the
child
Description consists of grades,

unrelated behavior, and is not related
to identified strengths. Subjective
terms or scores in isolation. No
comparison to average peers or
standards, no district-wide
assessment data and no functional
implications.
2 (Proficient)
Vague description of
strengths, interests and
preferences.
Partial evaluation information
(evaluation documentation
does not match or represent all
evaluations in definition of
disability area of which some
are time referenced (either by
date or by time period (e.g.
recent, last month)
Some state and district
assessments are reported. State
and district wide assessment
scores are reported with
minimal discussion of
performance in comparison to
peers.
Focuses on instructionally
relevant information, but with
brief/vague comparison with
average peers or standards.
Vague reference to districtwide assessment and
functional implications of skill
development.
3 (Exemplary)
All three addressed. Clear distinction
between strengths, interests and
preferences.
All current evaluation information matches
the number of and represents kinds of
evaluations in definition of disability area
of which are time referenced (either by
date or by time period (e.g. recent, last
month)
Point Value/Notes
Point Value _____
Point Value_____
All state and district assessments are
reported for current year and previous
years as appropriate. Grade level
difference such as large performance
difference compared to peers and
benchmark expectations in specific areas
from statewide testing, system level
benchmarks. Domain area weaknesses are
identified. (Preschool differences in age
appropriate skills will be used in
comparison to peers.
All the following elements must be clearly
addressed:
All specific levels of academic,
developmental, and/or functional
performance addressed with multiple
forms of evidence in the areas of strength
within the general education curriculum.
Performance stated in measurable,
Point Value_____
Point Value_____
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Domain
2 (Proficient)
5. Description of academic,
developmental, and or
functional needs of the child
Description consists of grades,

unrelated behavior, and is not related
to identified needs. Subjective terms
or scores in isolation. No comparison
to average peers or standards, no
district-wide assessment data and no
functional implications.
Focuses on instructionally
relevant information, but with
brief/vague comparison with
average peers or standards.
Vague reference to districtwide assessment and
functional implications of skill
development.
6.Baseline
Vague description of behaviors. Not

related to identified needs and not
observable or measurable.
******
3 (Exemplary)
objective terms describing what
student can do relative to strength...
Specific comparison made to average
peers or standards.
Functional implications of skill
development addressed.
Relevant evaluation and district-wide
assessment information included.
Provides information detailed enough
to make progress decisions.
Meets the stranger test
addressed:
All specific levels of academic,
developmental, and/or functional
performance addressed with multiple
forms of evidence in the areas of need
within the general education curriculum.
Performance stated in measurable,
objective terms describing what
student cannot do relative to needs.
Specific comparison made to average
peers or standards.
Functional implications of skill
development addressed.
Relevant evaluation and district-wide
assessment information included.
Provides information detailed enough
to make progress decisions.
Meets the stranger test
Describes meaningful, observable, and
measurable behaviors related to current
functioning for all goal areas. Directly
related to each goals measure of progress
and contains a number. Meets stranger
test.
Point Value/Notes
Point Value_____
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Domain
7. Other information
essential for development of
IEP
Not completed or no statement
indicating None at this time.
2 (Proficient)
Information is vague and does
not support the need for
activities or supports that are
not directly related to a goal.
3 (Exemplary)
Rate of learning difference, such as large
difference in rate of learning in compared
toward the trajectory toward the
benchmarks, OR IEP goals when provided
high quality tiered support and specially
designed instruction.
OR
Addresses a foundation for support for
identifying needs, developing goals and
determining services.
Completed appropriately if necessary, or
None at this time stated.
*****
Parent concerns are noted and clearly

related to multiple forms of evidence about
the childs education or statement of the
parents have no concerns.
Current performance and impact of
disability on access and progress in general
education curriculum in relation to district
standards and benchmarks. For preschool
age, describes involvement in ageappropriate activities. (What does this look
like?) (Without saying the disability
categorical area statement reflects the
characteristics of the disability categorical
area)
Point Value/Notes
Point Value _____

8. Parents concerns for
enhancing their childs
education
9. Describe the impact of
disability on involvement
and progress in general
education curriculum
Not addressed.
Description of schedule or list of

classes provided. Placement or
location of services indicated but not
curriculum (what is to be taught). No
mention of age-appropriate activities
for preschool aged children.
Current performance
described with impact of
disability implied. For
preschool age, partially
describes involvement in ageappropriate activities.
Point Value _____
Point Value _____
Section 7C: Present Levels of Academic Achievement and Functional Performance (Ages 3-21 years)
Domain
1. Special considerations
Yes answers not explained
elsewhere in the IEP.
2 (Proficient)
Yes answers explained
3 (Exemplary)
All yes answers explained thoroughly
Addresses a working knowledge of the
consideration of special factors.
Identifies opportunities for addressing
behavioral needs in the PLAAFP
containing baseline data related to
Point Value/Notes
Point Value _____
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Domain
2 (Proficient)
3 (Exemplary)
behavioral concerns, positive
behavioral interventions and supports
needed to address behavior.
communications needs in the PLAAFP
containing baseline data related to
communications concerns and supports
that are needed for addressing this
need.
Evidence of integration and
coordination throughout the students
course of study and educational
environment.
Point Value/Notes
3 (Exemplary)
addressed:
Measurable goal statements related to
baseline
Based on 1 year expectations
related to standards and benchmarks,
and includes:
o Conditions
o Behavior
o Criteria
If entry into 9th grade or by age 16,
whichever comes first, or younger, if
determined appropriate by IEP team,
relates to post-secondary expectations
and one or more area is checked.
Supported by baseline data from the
PLAAFP using the same level of
measure.
Address the students needs that result
from disability that is identified in
Point Value/Notes
Section 7D: Goals and Milestones/Objectives (Ages 3-21 years)/Progress Reports

Domain
1. Goals
Vague goal statements weakly
related to priority needs, standards
and benchmarks, or current
functioning and baseline. Goal does
not represent a meaningful
behavior/skill (for example grades,
credits, etc.).
2 (Proficient)
Measurable goal statements
related to
standards/benchmarks, but not
appropriate for 1 years
growth, nor related to
baseline.
Point Value _____
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Domain
2 (Proficient)
2. Evaluation procedures
Criteria for mastery and
evaluation methods specified
for each goal, objective,
benchmark
Procedure mentioned but does not

specify data to be collected or
frequency (e.g., probes).
Procedure includes what data

will be collected and how
often with partial inclusion of
the description of how the
progress will be measured.
Indicates how often progress
will be reported to parents.
3. Statement regarding when

student progress on IEP
goals will be reported to
parent
Statement not included to indicate

when the school will inform the
parent of progress toward meeting
the goal.
******
4. District standards and

benchmarks related to goals
Addressed by number or code only.

No descriptions present.
District standard, benchmark,

extended benchmark, or other
curriculum/district outcome
reference listed but weak
relationship to goals.
3 (Exemplary)
PLAAFP through multiple sources of
evidence.
Provide access to the general
education curriculum.
State the conditions (materials/stimuli)
Contain a measurable and observable
skills (uses and action verb)
Specifically states what the student
will do in the action.
Relevant to the child achieving future
plans
Procedure includes assessment strategies
what data will be collected and how often to
monitor students progress.
Aligns with baseline and goal criterion.
Clear relationship to frequent,
repeatable measures of progress toward
goal.
Includes how often progress will be
measured e.g. documented observation,
charts, tally sheets, CBM probes.
Provision of sufficient measurement
intervals to evaluate the childs
progress toward achieving the goal(s)
by the end of the year.
Statement included that indicates when the
school will inform the parent of progress
toward meeting the goal.
Interim report allows the team to
reconvene to address additional needs
of the student if necessary.
Entire district standard, benchmark,
extended benchmark, or other
curriculum/district outcome reference
clearly related to goals (distinct relationship
to goals).
Point Value/Notes
Point Value _____
Point Value_____
Point Value _____
Updated 1.10.2013
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Domain
5. Major milestones/short
term objectives
a. Students
participating in districtwide assessment
Includes one or two statements,
weakly related to goal, and not
measurable.
OR
6. Major milestones/short
term objectives
b. Students participating
in alternate assessment
Includes one or two statements,

weakly related to goal, and not
measurable.
7. Progress reports
Inaccurately completed.
2 (Proficient)
Includes two or more
measurable statements in
logical progression toward
goal. Reasonable and
attainable
milestones/objectives. Dates
expected included.
*****
*****
3 (Exemplary)
The graph option is used. The starting point
is the baseline score/percentage. The
ending point is the goal score/percentage.
The aim line of the graph accurately shows
the expected rate of progress in order to
accomplish each goal.
Point Value/Notes
Point Value _____

Includes two or more measurable statements
in logical progression toward goal.
Reasonable and attainable
milestones/objectives. Dates expected
included.
Accurately completed.
Point Value _____

Point Value _____
Updated 1.10.2013
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Section 7-E: Student Supports/Accommodations/Special Education Services
1.
2.
3.
Domain
Services, activities, or
supports
Does not accurately reflect needs as
expressed in the IEP.
Instructional
accommodations/
Classroom testing
accommodations
Few instructional accommodations

relate to the students strengths/needs.
2 (Proficient)
*****
Some instructional
accommodations relate to
students strengths/needs as
expressed in the PLAAFP
from which goals were
developed. Considers 3 of 5
of the components.
3 (Exemplary)
Accurately reflects needs as expressed in
the IEP.
Point Value/Notes
Point Value _____
All instructional accommodations relate to

students strengths/needs as expressed in the
PLAAFP from which the goals were
developed.
Considers the childs approaches to
learning.
Enable the student to make progress
toward achieving the IEP goals by the
end of the school year.
Accommodations do not change the
content or structure of tests.
Accommodations do not change what
the tests are intended to measure.
The accommodations do not change or
enhance the students response.
OR statement is student will participate
in testing without accommodations.
Updated 1.10.2013
9|Page
Domain
4. Description of each
service, activity, or support
(Supplementary Aids and
Services)
Descriptive statements provided for
each yes answer from
consideration of special factors, but
vague or inconsistent reflection of
student needs (e.g., use of calculator,
tests read orally if needed). If entry
into 9th grade or by age 16,
whichever comes first, or younger, if
determined appropriate by the IEP
team16, services, activities and
supports must relate to postsecondary outcomes.
2 (Proficient)
*****
5.Supports for School

Personnel
Descriptive statements not provided

for necessary professional learning
and training for staff or parents.
6. Non-academic and extracurricular activities
Answered, vague explanation

provided.
Vague statements provided for

necessary training or staff
positions are noted in this
section.
*****
7. Transportation
8. Physical education
Answered, but vague explanation

provided.
Vague description provided.

Specially designed instruction
discussed; but no goal written.
*****
*****
3 (Exemplary)
Descriptive statements provided for each
yes answer, from consideration of special
factors, clearly reflecting student needs. If
16, services, activities and supports relates
to post-secondary outcomes. Specially
designed instruction, for each goal area is
written for the content area is specified.
Special education service
(supplementary aids and services and
services are specially designed
instruction e.g. direct instruction in
basic reading skills)
OR special education transportation
Support clearly assists the student in
benefitting in general education.
Accommodations planned for statewide
testing occur during classroom
assessments.
Descriptive statements provided for
necessary professional learning and training
for staff or parents to implement the
specialized services.
Answered. Clear explanation given for
students requiring or not requiring supports
to advance appropriately in attaining annual
goals.
Answered appropriately. Clear description
provided of transportation needs based upon
what is documented in the PLAAFP, impact
statement.
Answered appropriately. If modified or
specially designed, description and/or goals
provided.
Point Value/Notes
Point Value _____
Point Value_____
Point Value _____
Point Value _____
Point Value _____
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Section 7-F: Statewide and District-wide Assessments Determination
Domain
1. District-wide assessment
Answered, but no description of
modifications/accommodations
included, and should have been.
Alternate assessment not justified.
2 (Proficient)
Answered, but description of
modifications or
accommodations vague or not
clearly aligned with IEP
accommodations.
3 (Exemplary)
Answered. Accommodations or
modifications, if necessary, clearly
described and aligned with accommodations
outlined in the IEP. Alternate assessment
checked and justified.
Relate to students needs, used as an
instructional accommodation.
For GAA, and Modified assessments,
rationale for participation in alternate and
modified assessments based on criteria
provided by the Georgia Department of
Education Office of Student Assessment
and the use of decision making frameworks.
Sections clearly specify how general
education teachers/special education
teachers will carry out accommodations.
Point Value/Notes
Point Value _____
Section 7-G: Present Levels of Academic Achievement and Functional Performance (Ages 13-21 years)
Domain
1 Strengths, needs, interests,
and preferences addressed
2. Age appropriate
transition assessments
(formal and informal)
3. Course of study
One or two of the three addressed.
No transition assessments are

included in the present levels of
performance
Graduation requirements, current
status and courses and activities are
included but unclear. Target
graduation date is documented.
2 (Proficient)
Vague description of
strengths, interests and
preferences.
Some transition assessments

are included in the present
levels of performance.
*****
3 (Exemplary)
All three addressed. Clear distinction
between strengths, interests and
preferences. Strengths, needs are within the
present levels of academic achievement and
functional performance as a basis for
identifying needs, interests, and preferences.
Appropriate transition assessments included
in the present levels of performance.
Point Value/Notes
Point Value _____
Point Value_____
Graduation requirements and students
current status are clearly stated. Specific
identified courses and activities listed are
related to post-secondary expectations,
current skills and transition needs. Target
graduation date is documented.
Point Value _____
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Domain
4. Post-secondary
expectations/Area of need
(Measurable annual goals to
meet post-secondary goals
All four areas are not addressed
sufficiently. No transition
assessments were referenced.
2 (Proficient)
All four areas are sufficiently
addressed and include
anticipated results but are not
written as observable
behaviors. Expectations are
based on transition
assessments.
3 (Exemplary)
Description includes anticipated result in
each of the areas of training, education,
employment, independent living skills and
needs.
Written as observable behaviors and resultsoriented based upon baseline data from the
PLAAFP.
Expectations based on transition
assessments which are included in
PLAAFP.
Goals are supported by baseline data from
the PLAAFP.
Goals state specifically how the student will
do the action.
Goals contain an observable skill
Evidence of a connection between school,
community, and student.
Point Value/Notes
Point Value _____
Section 7-H Transfer of All Due Process Rights

1. Transfer of Rights
*****
Information completed for transfer of rights.

Point Value _____
Section 7-I: Behavior Intervention Plan as Needed

Target Behaviors,
Functional Behavioral
Assessment, Positive
Behavioral Intervention
Strategies and Support
Does not identify opportunities for

addressing behavioral needs (e.g. If
behavior is marked on the special
factors page.
Behavior intervention plan is

developed without a
Assessment OR
Assessment is developed
without a Behavior
Intervention Plan
The content of the IEP demonstrates a

working knowledge of special factors and
considerations identified in I.D.E.I.A.
behavioral needs (e.g. If behavior is marked
on the special factors page and present
levels of performance contain baseline data
related to the behavioral concerns, positive
behavioral interventions and supports are
needed) to address behavior.
Demonstrates a working knowledge of a
functional behavioral assessment.
Demonstrates a working knowledge of the
Point Value _____
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use of Positive Behavioral Intervention
Strategies and Supports.
7-J: Special Education/Related Services continued (Least Restrictive Environment)

Domain
Options Considered, Options
selected
Some services checked as having
been discussed.
2 (Proficient)
******
(Instruction/Related Services in
General Education Classroom/early
Childhood Setting)
(Instruction/Related Services Outside
of the General Education Classroom)
Frequency of Services
(indicates either hours,
minutes per day, segments
per day, week or month (for
bus am. /pm.)
Dates for initiation and

anticipated duration of
services (month/day/year)
An explanation to the extent,
if any, to which the student
will not participate with
peers without disabilities in
the regular class and/or nonacademic and extracurricular activities
Settings selected do not match the

description.
Some dates for initiation and

duration of services are addressed.
******
*******
3 (Exemplary)
All kinds and types of services along the
continuum are clearly identified on the IEP
as having been discussed by the team with a
check mark.
All kinds and types of services for the
delivery of instruction are defined along the
continuum of services.
All frequency of services specifically states
services will be directly provided to the
student (e.g. 20 minutes per day, 5 segments
per week) and identifies the specific time
the service will be provided to the student.
Frequency aligns with the goals. Minutes
are listed under correct setting (general
education, special education, community).
All dates for initiation and duration of
services are addressed on the page.
Point Value/Notes
Point Value_____
Point Value_____
Point Value_____
Statement DOES NOT establish a
link between the setting and service
(specially designed instruction) that
the student will receive from the
teacher.
Statement DOES NOT explain why
the student is being removed and
why the SDI cant be done in the
regular education. SDI is what the
teacher does in the classroom.
Explains what services the student
receives or segments.
Statement is student focused

rather than teacher focused
and describes students needs
and vaguely establishes a link
between the setting and the
services.
A framework for support is established

about the extent to which the student will
not participate with peers without
disabilities in the regular class and/or nonacademic and extracurricular activities for
the student to make progress in the general
education curriculum.
Statement establishes a link between the
setting and service (specially designed
instruction) that the student will receive.
Statement explains why the student is being
removed and why the SDI cant be done in
the regular education. SDI is what the
teacher does in the classroom.
Point Value_____
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3. Provider Title/Content
Specialty Area
Inaccurate content and provider title

positions.
Accurate provider title with

more than one content area
documented in one service
option section.
Accurate provider title and content area is

documented per each selected service.
(Only one content area at a time is denoted
per service option).
Point Value _____
Section 7- K: Special Education Services (continued)/Least Restrictive Environment/Progress Reports

1.
Domain
Extended school year
services (ESYS)
IEP goals extended or
modified
Answered, but vague explanation
provided.
2 (Proficient)
*****
3 (Exemplary)
Answered appropriately. Goals and services
described. Goals relate to and address the
students needs that result from the
disability that are identified in the PLAAFP
through multiple sources of evidence. Data
exists to substantiate the decision.
Considerations for extended school year
were determined by the team.
Point Value/Notes
3 (Exemplary)
Each goal has a graph or checklist and data
are collected and graphed per the IEP and is
stored in the Rainbow Folders.
Each goal has a graph or checklist and data
are collected and graphed per IEP and is
submitted for requests for re-evaluation.
A decision making rule is used to make
decisions about instructional changes.
A line is drawn on the graph to indicate
when a change occurs when progress is
insufficient.
OR
Good evidence that interventions were
documented and implemented when
progress was insufficient.
OR
Progress was sufficient. No instructional
change warranted for goals.
Data is collected on each objective and
graphed per the IEP.
Point Value/Notes
Point Value _____
Progress Monitoring Data

Domain
The PLAAFP describes the
students present current
level of functioning
Graph of checklist included
in students purple file for
each goal.
Evidence of an instructional
change when progress
toward the goal is
insufficient
Graphs are not for every goal,
evidence of regular data collection
OR each goal has a graph without
evidence of regular data collection.
If short term objectives or

benchmarks, data for each
objective is in the students
Each objective does not have a

graph, but there is evidence of
regular data collection.
2 (Proficient)
Each goal has a graph or
checklist and data are
collected less frequently than
stated in the IEP.
No decision making rules are used

for goals. Specially designed
instruction with students is
implemented on an inconsistent
basis.
Data is collected on each

objective but less frequently
that stated in the IEP.
Point Value _____
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14 | P a g e
Domain
purple file for each
objective/benchmark.
10. Overall stranger test
(entire IEP document)
Notes/Comments
2 (Proficient)
Excessive jargon, too technical or

vague. Stranger could not implement.
Not parent friendly.
Missing details. Minimal

continuity from needs to goals
to services. Stranger would
need consultation to
implement. Parent friendly.
3 (Exemplary)
Point Value/Notes
Clear understandable language throughout.

Logical continuity from needs to goals to
services. Parent friendly. Stranger could
implement with minimal difficulty.
Point Value _____
Total Points_________
Updated 1.10.2013

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Inter-rater Agreement IEP Quality Indicators Rubric

Type of IEP _____________________

Date of IEP _______________________________

Total Points __________

Section 7-7A: Demographic Information/Student Record Information/Attendance/Required System Data

2. Student and Family

3. IEP Start and Duration

Duration and reevaluation date do

Point Value _____

Accurate list of all persons present which

Point Value _____

2. Results of most recent

No evaluation information addressed

3. Results of State and

No state and district assessments are

Description consists of grades,

Point Value _____

Description consists of grades,

Vague description of behaviors. Not

Parent concerns are noted and clearly

Point Value _____

Description of schedule or list of

Point Value _____

Point Value _____

Point Value _____

Section 7D: Goals and Milestones/Objectives (Ages 3-21 years)/Progress Reports

Point Value _____

Procedure mentioned but does not

Procedure includes what data

3. Statement regarding when

Statement not included to indicate

4. District standards and

Addressed by number or code only.

District standard, benchmark,

Point Value _____

Point Value _____

Includes one or two statements,

Point Value _____

Point Value _____

Few instructional accommodations

All instructional accommodations relate to

5.Supports for School

Descriptive statements not provided

6. Non-academic and extracurricular activities

Answered, vague explanation

Vague statements provided for

Answered, but vague explanation

Vague description provided.

Point Value _____

Point Value _____

Point Value _____

Point Value _____

Point Value _____

No transition assessments are

Some transition assessments

Point Value _____

Point Value _____

Point Value _____

Section 7-H Transfer of All Due Process Rights

Information completed for transfer of rights.

Section 7-I: Behavior Intervention Plan as Needed

Does not identify opportunities for