Ferris ISD
Department of
Special Populations
IEP Quality Rubric
Progressing
The measure of quality by which an IEP supports educational benefit to facilitate a student’s access to, participation in, and progress in the general education curriculum and settings.
The IEP incorporates the elements of effective instructional practices into the design of how supports are organized and implemented.
Emerging
The measure of quality by which an IEP meets a low threshold of compliance and educational benefit. The IEP is often missing critical elements needed to support its use as an instructional plan.
The IEP focuses on special education as a separate system of support rather than embedded support within general education.
Unacceptable
The measure that generally does not meet even the basics of procedural compliance for an IEP or merits even limited educational benefit.
Promising Practice
The measure of quality that promotes genuine access, participation, and progress in the general education curriculum and settings, while actively supporting the unique needs of a student.
High expectations are set for each student, and the IEP actively seeks to close academic gaps.
Since educational practices are continuously evolving, promising practice purposefully denotes an endless ceiling of quality.
POINTS PER SECTION
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Present Levels of Academic Achievement & Functional Performance - Rubric
Unacceptable | Emerging | Progressing | Promising Practice |
No sources of data are used in the analysis of the student's present levels of performance. There are no or very vague superficial statements of the student’s present levels of performance as it relates to the general education curriculum The student’s skills, knowledge, and/or abilities are not outlined There are no statements about the student’s abilities related to academic learning Statements do not describe student performance in all academic, language, functional, and behavioral areas. | Multiple or limited sources of data are used in the analysis of the student's present levels of performance. No explanation of the data is provided. There are vague statements of the student’s present level of performance as it aligns to the general education curriculum. The student’s skills, knowledge, and/or abilities are outlined but lack enough detail to enable the creation of goals There are general statements about the student’s abilities related to academic learning Statements do not describe student performance in all academic, language, functional, and behavioral areas. | Multiple sources of data are used in the analysis of the student's present levels of performance. Explanations of the data lack sufficient detail. There are general statements of the student’s present level of performance as it relates to the general education curriculum. Statements include vague facilitators (what helps the student learn) and inhibitors (what keeps the student from learning). The student’s skills, knowledge, and/or abilities are outlined providing general detail to enable the creation of measurable goals There are general statements about the student’s capacity to participate and progress in the general education curriculum. Statements describe student performance in all academic, language, functional, and behavioral areas but are focused only on the identified disability. | Multiple sources of data are used in the analysis of the student's present levels of performance. Explanations of the data are provided in parent friendly language. There are specific statements about the student’s capacity to participate and progress in the general education curriculum. Statements include specific facilitators (what helps the student learn) and inhibitors (what keeps the student from learning). The student’s skills, knowledge, and/or abilities are outlined providing specific detail to enable the creation of specific and measurable goals. There are specific statements of how the manifestation of the disability interact with environmental and instructional barriers (impacted TEKS, social impact, educational impact, functional impact) which explicitly leads the IEP in the determination of the specially designed instruction. Statements describe student performance in all academic, language, functional, and behavioral areas regardless of identified disability and include any areas “within normal limits” (or typical among same age peers). |
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The IEP uses multiple sources of data to isolate and target specially designed instruction to address missing concepts, skills, or strategies that assist students in making progress in general education (gap analysis). The IEP contains explicit statements determining the student's strengths as well as how the manifestation of the disability affects access to, participation in, and progress in the general education curriculum.
PLAAFP
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Goals and Objectives - Rubric
The IEP contains measurable & specific goals/objectives which details specific conditions for learning, a statement of how the student will demonstrate learning, and a performance measure that is relevant to this demonstration of learning. The goals/objectives use specially designed instruction to directly support access to, participation in, and progress in the general education curriculum.
Unacceptable | Emerging | Progressing | Promising Practice |
Goals/objectives are not written in observable and measurable language Goals/objectives are not aligned with age-appropriate, grade level gened curriculum Goals/objectives do not connect the specially designed instruction with the gap analysis Goals/objectives do not capture any clear or specific accommodations Goals/objectives do not capture any clear or specific modifications If appropriate(age 14) , the IEP does not contain goals written for transition If the student participates in STAAR Alt2, there are not a min of 2 objectives for each goal | Goals/objectives are written in observable and measurable language Goals/objectives are loosely aligned with age-appropriate, grade level gened curriculum Goals/objectives loosely connect the specially designed instruction with the gap analysis Accommodations loosely connect with the goals/objectives Modifications, if needed, are loosely described in the goals/objectives If appropriate (age 14), the IEP contains goals written for transition If the student participates in STAAR Alt2, there are a min of 2 objectives for each goal | Goals/objectives are written in observable and measurable language that defines what the student will learn and the conditions for instruction. Goals/objectives are aligned with age-appropriate, grade level gened curriculum Goals/objectives connect the specially designed instruction with the gap analysis and connect with the barriers, missing skills, concepts, and strategies Accommodations are located in the goals/objectives Modifications, if needed, are described in the goals/objectives If appropriate (age 14), the IEP contains goals written for areas of need for transition with skills related to the post-secondary outcomes If the student participates in STAAR Alt2, there are a min of 2 objectives for each goal | Goals/objectives are written in observable and measurable language with explicit details as to where, when, how, how often, and to what degree the goals/objectives will be implemented Goals/objectives are driven by age-appropriate, grade level gened curriculum Goals/objectives directly connect the specially designed instruction with the gap analysis by isolating the barriers, missing skills, concepts, and strategies needed to make progress in the general education curriculum Accommodations are specifically embedded in the goals/objectives as conditions for learning and/or the demonstration of learning Modifications, if needed, are explicitly described in the conditions for learning and/or the criteria for measurement of learning If appropriate (age 14), the IEP contains goals written for the critical areas of need for transition with skills related to the post-secondary outcomes If the student participates in STAAR Alt2, there are a min of 2 objectives for each goal |
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GOALS/OBJECTIVES
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Supports & Placement - Rubric
Emerging Progressing Promising Practice
that is not connected to the goals/objectives
The IEP states special0ly designed instruction
goals/objectives are written to meet the elements of a “special education program”
The IEP Schedule of Services is not included or does not appropriately identify details on when, where how often, and who will deliver the specially designed instruction.
The IEP states accommodations that do not align with barriers for the student to participate or make progress in the general education curriculum
The IEP does not include any accommodations or any information on how, when, how often, or to what degree accommodations will be used to participate in learning or in assessment..
The IEP does not include appropriate supplements
The IEP states specially designed instruction that is vaguely connected to the goals/objectives
The IEP provides evidence that the focus of services is to provide support to meet the student’s IEP goals/objectives
The IEP Schedule of Services does not appropriately identify details on when, where how often, and who will deliver the specially designed instruction.
The IEP states accommodations that loosely align with barriers for the student to participate or make progress in the general education curriculum
The IEP does not include any information on how, when, how often, or to what degree accommodations will be used to participate in learning or in assessment.
The IEP does not include appropriate supplements
The IEP states specially designed instruction that is loosely connected to the goals/objectives
The IEP provides evidence that the primary focus of services is to provide support in the student’s general education setting to the maximum extent appropriate
The IEP Schedule of Services correctly identifies specific details on when, where how often, and who will deliver the specially designed instruction.
The IEP states accommodations that align with barriers for the student to participate or make progress in the general education curriculum
The IEP includes vague details on how, when, how often, and to what degree accommodations will be used to participate in learning and in assessment..
The IEP includes some appropriate supplements with vauge supports (transition, AU, personal care, transportation, ext)
The IEP states specially designed instruction that is directly connected to the goals/objectives identified based on the areas of need in the PLAAFP.
The IEP provides strong evidence that the primary focus of services is to provide support in the student’s general education setting to the maximum extent appropriate
The IEP Schedule of Services correctly identifies specific details on when, where how often, and who will deliver the specially designed instruction. Notes are included to describe the services and provide clarity as needed.
The IEP states explicit accommodations that directly connect with barriers for the student to participate or make progress in the general education curriculum
The IEP includes specific details on how, when, how often, and to what degree accommodations will be used to participate in learning and in assessment.
The IEP includes all appropriate supplements with detailed supports (transition, AU, personal care, transportation, ext)
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The IEP contains Specially Designed Instruction (SDI), supports and services based on the PLAAFP and the identified areas of need (gap analysis) which will assist the student in participating and making progress in the general education curriculum
The IEP provides evidence that the
SUPPORTS & PLACEMENTS
0 1 2 3
Progress Monitoring - Rubric
The IEP goals and objectives contain a statement of how the student will demonstrate learning, and a performance measure that is relevant to this demonstration of learning. Progress toward mastery of the goals/objectives is monitored and reported objectively and numerically and is consistently analyzed. Data analysis is used to adjust the IEP to maximize student learning and progress.
Unacceptable | Emerging | Progressing | Promising Practice |
Progress toward mastery of goals/objectives is not monitored. Data is not collected. analysis of data occurs Progress monitoring reports are not completed and are not reported to the parent. Data is not collected or analyzed to make necessary adjustments to the IEP. | Progress toward mastery of goals/objectives is monitored in an infrequent process of collecting data. Data collected is not the measurement of the goals/objectives (ex gened grades are reported and are not specific to the goals in the IEP). Progress monitoring reports are completed and reported to parents on a irregular basis and does not meet the reporting requirements as outlined in the IEP (concurrent with report cards and as part of the annual ARD). Report is based off of insufficient data with no explanation or detail. Data is not regularly collected or analyzed to make necessary adjustments to the IEP. | Progress toward mastery of goals/objectives is monitored in a process of collecting and analyzing data to guide instructional adjustments in all areas. Progress monitoring reports are completed and reported to parents on a regular basis as outlined in the IEP (concurrent with report cards and as part of the annual ARD). Reports offer no explanation to the parent in the comments section. The IEP is not adjusted, as appropriate, based on the data collected within a reasonable amount of time to ensure progress toward mastery within the IEP year. | Progress toward mastery of goals/objectives is monitored in an ongoing process of regularly collecting and analyzing data to guide instructional adjustments in all areas. Progress monitoring reports are completed and reported to parents on a regular basis as outlined in the IEP (concurrent with report cards and as part of the annual ARD). Reports contain comments explaining in parent friendly language the data collected supporting the report. The IEP is adjusted, as appropriate, based on the data collected within a reasonable amount of time to ensure continued progress toward mastery of of the goal and increase independence (LRE) within the IEP year. Adjustments may be seen in removal/addition of accommodations, in length of time of required to implement services (schedule of services), and/or new goals with increased/decreased rigor. |
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PROGRESS MONITORING
0 1 2 3
Elements of FAPE & Procedural Compliance - Rubric
The IEP is developed following the specific procedural requirements of the IDEA, state law and district requirements. The IEP meets the substantive obligations of IDEA by developing and implementing a plan designed to provide educational benefit for the student.
Unacceptable | Emerging | Progressing | Promising Practice |
The IEP does not meet the elements of FAPE The IEP does not comply with any procedural requirements of IDEA, state law and district procedures | The IEP meets some critical elements of FAPE The IEP complies with some procedural requirements of IDEA, state law and district procedures | The IEP meets most critical elements of FAPE The IEP complies with most procedural requirements of IDEA, state law and district procedures | The IEP meets all critical elements of FAPE:
The IEP complies with all procedural requirements of IDEA, state law and district procedures including,but not limited to:
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FAPE/COMPLIANCE
0 1 2 3
Transition Planning & Services - Rubric
Emerging Progressing Promising Practice
IEP is not collaborative and is developed with no input
from parent or student.
No sources of data included to determine post-secondary goals.
IEP does not include post-secondary goal.
There are no details or plan to facilitate the movement from school to post-school activities.
IEP does not address a course of study and does not support CCMR readiness.
IEP does not include a transition related goal.
IEP does not include graduation method.
No notice or documentation of transfer of rights at age 17 or 18 (when applicable)
For graduating students, no Summary of Performance is included in the final IEP.
IEP is developed with minimal input from student and/or family.
IEP includes limited sources of information to develop post-secondary goal. Post secondary goal is not updated annually.
IEP includes vague statements or details regarding the student’s movement from school to post-school activities.
IEP addresses the course of study (course selections) and/or instructional supports (formal or informal). Course selection does not align with students post secondary outcomes and does not support CCMR readiness.
IEP includes a measurable annual goal related to transition needs.
IEP includes incorrect graduation method.
IEP includes partial documentation of transfer of rights at age 17 and 18 (when applicable)
For graduating students, a incomplete Summary of Performance is included in the final IEP.
IEP is developed with moderate input from student and family. (Notice of ARD includes student, Family planning document, Student Led ARD agenda)
IEP includes multiple or limited sources of information gathered annually including strengths, needs, and preferences/interests (ex: interest inventory, transition assessments, family planning, course of study) in order to develop their post-secondary goal. The
post-secondary goal is based on student information.
IEP includes a plan focused on improving the academic and functional achievement to move the student from school to post-school activities.
IEP addresses the course of study (course selections) and/or instructional supports (formal or informal) which are aligned with students post secondary outcomes and supports CCMR readiness.
IEP includes a measurable annual goal related to transition needs which addresses a skill that is vaguely addresses their postsecondary goal in the areas of training/employment and independent living (when appropriate) which is updated annually.
IEP includes correct graduation method.
IEP includes partial documentation of transfer of rights at age 17 and 18 (when applicable).
For graduating students, a complete Summary of Performance is included in the final IEP.
IEP is developed collaboratively with student, family, and school. (Notice of ARD includes student, Family planning document, Student Led ARD agenda)
IEP includes multiple sources of information gathered annually including strengths, needs, and preferences/interests (ex: interest inventory, transition assessments, family planning, course of study) in order to develop their post-secondary goal. The
post-secondary goal is updated annually based on up to date student information.
IEP includes an individualized coordinated set of activities which are results oriented and focused on improving the academic and functional achievement to facilitate the movement from school to post-school activities.
IEP annually addresses the course of study (course selections) and instructional supports (formal or informal) which are aligned with students post secondary outcomes and supports CCMR readiness.
IEP includes a measurable annual goal related to transition needs which addresses current skill deficits and will enable student to reasonably meet their postsecondary goal in the areas of training/employment and independent living (when appropriate) which is updated annually..
IEP includes correct graduation method with appropriate documentation.
IEP includes proper documentation of transfer of rights at age 17 and 18 (when applicable).
For graduating students, a detailed and complete Summary of Performance is included in the final IEP.
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The ARD committee comes to a shared vision and plan for achieving the student’s post-secondary outcomes. Student’s vision become reality through a coordinated set of activities, course of study and transition related goals in the IEP. Transition planning takes place to ensure that all children with disabilities have services designed to meet
their unique needs and prepare them for further education, employment, and independent living as an adult.
TRANSITION PLANNING
0 1 2 3
Checklist
PLAAFP | Goals & Objectives |
❏ Multiple sources of data used. Clear objective data in parent friendly language ❏ Data could include: MAP, STAAR, District Assessments, Curriculum assessments, work samples, teacher data logs, behavior point sheets, goal probes, FIE, MTSS, teacher data, parent data, etc ❏ Report data on previous year’s goals. If there is a lack of progress include an explanation and plans to adjust. ❏ Descriptions of student strengths and facilitators (what helps the student learn). Include specific statements about adaptations (conditions) that help the student access and make progress in the curriculum. ❏ Explanation of how the student’s disability impacts their progress in the gened curriculum. Recognize challenges and inhibitors (what keeps the student from learning) and provide thoughtful suggestions to address them (linked to accommodations/modifications). ❏ Description of student needs (skill gaps) in academic and functional areas. Identify first-to-target or next-to-target skills. These are the primary educational needs that will lead to the development of goals/objectives. ❏ Include descriptions of student performance in all academic, language, functional, and behavioral areas including areas “within normal limits” or typical among same age peers. ❏ Reading ❏ Writing ❏ Math ❏ Speech/language ❏ Functional ❏ Behavior/Social ❏ Include any concerns or data provided by the family ❏ Include related services statements and progress | ❏ Goals/objectives are written based on needs identified in the present levels (skill gap) as “first-to-learn” or “next-to-learn” skills or from within the impact statement ❏ Goals/objectives are written for skills/behaviors that are observable and measurable ❏ Explicit details as to where, when, how, how often, to what degree are included ❏ Goal can be measured without any additional information, yields the same conclusion when measured by different people, and allows a calculation of progress made ❏ Goals/objectives have clear defined mastery of learning based on present levels of performing ❏ Accommodations are embedded in the goals/objectives as conditions for learning ❏ Goals/objectives are driven by age-appropriate, grade level gened curriculum ❏ Objectives are included if the behavior or skill leading up to the annual goal are different ❏ Modifications (if needed) are described in conditions for learning ❏ If appropriate (age 14), transition goals are included (goals written for the critical areas of need) ❏ If appropriate (student participates in STAAR ALT2), there are a minimum of 2 objectives per goal |
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CHECKLIST
Checklist
Supports and Placement | Progress Monitoring |
❏ Specially Designed Instruction (SDI) is directly connected to to the goals/objectives identified based on the areas of need in the PLAAFP ❏ Services are provided in the Least Restrictive Environment (LRE) to the maximum extent possible ❏ SDI is listed on the Schedule of Services with correct dates, duration, location, modifications to content and who provides grades. ❏ Notes are included to describe services and provide clarity to providers as needed (ex: description of how study skills or social skills are provided in inclusion settings) ❏ Include accommodations that directly connect with barriers in order for the student to participate in the LRE ❏ Details are included on how, when, how often and to what degree accommodations will be used for student to participate in learning ❏ Accommodations directly relate to barriers presented by the area of disability ❏ Both instructional accommodations and testing accommodations are included and are appropriate for grade level and content | ❏ Collect and record data regularly and consistently throughout all reporting periods ❏ Data collection includes: goal probes (ex: fluency checks, discrete trials, frequency counts, interval recording, etc), work samples, observation, use and effectiveness of accommodations, etc ❏ Data is objective, numerical, collected frequently and analyzed ❏ Include data based statements in the comments section of the progress monitoring section at each reporting period ❏ Include explanation of lack of progress ❏ Communicate progress monitoring with parents and appropriate stakeholders (concurrent with report card and prior to ARD meeting) ❏ Data for progress monitoring used to adjust and update the IEP in a reasonable time period ❏ Adjustment should be made if the goal is mastered or if there is a lack of progress ❏ Update and archive previous years goals in the active IEP prior to the annual ARD ❏ Progress on previous goals discussed in PLAAFP’s as a data point. Report previous year goals in ARD meeting. |
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CHECKLIST
Checklist
Elements of FAPE & Procedural Compliance | |
❏ Parent Participation ❏ Three Notices of ARD Meeting were provided to the parent at least 5 days prior to the meeting ❏ Draft Copy of IEP sent home at least 5 days in advance of ARD ❏ Written Notice of Meeting is signed and archived ❏ Notice of Procedural Safeguards provided to the parent ❏ Receipt of Notice of Procedural Safeguards is signed and archived ❏ Parent participation (or lack of participation) is noted in the meeting deliberations ❏ Parent concerns are noted and addressed in the meeting deliberations ❏ IEP is developed in a coordinated and collaborative manner by the key stakeholders ❏ ARD committee is properly constituted ❏ All ARDc members participated in the meeting and development of the IEP ❏ All ARDc members signed the IEP using the draw tool (no typed signatures used) ❏ All ARDc members remained present for the entirety of the meeting ❏ Proper documentation of excusal of nonrequired committee members was obtained prior to meeting ❏ IEP is individualized based on student need ❏ ARDc followed the ARD agenda and all elements of the IEP were reviewed. ❏ All pages of the IEP (including supplements) are complete and correct ❏ IEP is clearly individualised based on student needs. (no indications of cut and pasted comments, goals, etc) ❏ Meeting deliberations are clear, concise and adequately capture discussions held in the meeting ❏ Prior Written Notice captures all ARD decisions and reasoning | ❏ IEP produces positive academic and nonacademic (functional) benefits ❏ Data is collected for each goal/objective ❏ Progress Monitoring reports are complete and correct ❏ Progress monitoring reports contain references to data collection and provide explanation or comments to parents ❏ Changes to the IEP are appropriately documented in the IEP amendment ❏ Amendments are communicated appropriately to parents and teachers ❏ Changes to the IEP are appropriately documented in the Revision ARD ❏ Revision ARD is properly noticed and constituted ❏ Revision ARD is properly archived and shared ❏ IEP meets all procedural requirements ❏ ARD meets the initial/annual timelines ❏ ARD dates are correct ❏ PEIMS codes are correct ❏ IEP contains correct grammar and punctuation ❏ IEP and all notices are appropriately archived ❏ IEP draft has been processed, archived, and shared with teachers, parents and all stakeholders |
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CHECKLIST
Checklist
Transition Planning and Services | |
❏ IEP and ARD Participation ❏ Three Notices of ARD Meeting were provided to the student at least 5 days ❏ Evidence included that parents, guardians and/or student were included in a collaborative manner in the development of the IEP ❏ Notice of Transfer of Rights at 17 ❏ Transfer of Rights at 18 ❏ If appropriate, evidence that outside agency was invited is included ❏ Student contributed to the IEP and led their own meeting (as appropriate) ❏ Student led ARD agenda is archived in the Summary Of Performance (SOP) folder ❏ Transition Supplement updated annually ❏ Includes Measurable postsecondary goals that directly align to postsecondary outcome ❏ Modified Student - goals in the area of employment and training ❏ Non-Modified - goals in the area of education and training ❏ Independent Living goal if independent living will be an ongoing need ❏ Evidence of postsecondary goal updated annually and is based on transition assessments ❏ Stack each years entry on top of each other, enter the current year above the most recent entry (i.e (2023-2024) ❏ Transition assessment(s) uploaded in SOP ❏ Strengths, needs, preferences, and interests are related to postsecondary outcome ❏ Transition services are included that will reasonably enable the student to meet their postsecondary goals (coordinated set of activities, instruction, related services, annual transition goal) | ❏ Course of Study ❏ Course selections are aligned with students postsecondary outcomes ❏ Includes coordinated set of activities focused on improving academic and functional achievement to facilitate movement from school to post-school activities ❏ Annual Goals ❏ Annual Transition goal (clearly labeled) and addresses skill deficits related to transition services ❏ Graduation Supplement ❏ Correct graduation code is selected ❏ Graduation supplement identifies graduation method including descriptors ❏ Student has met CCMR indicator ❏ Summary of Performance archived and uploaded into ESped archive manager ❏ Transition Assessment ❏ Interest Inventory ❏ Student Led ARD Agenda ❏ Transition Planning Data Family/ Parent Input ❏ Course of Study ❏ Completed Summary of Performance supplement for graduating students |
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CHECKLIST