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University of Rochester Warner School of Education
ED447 IEP Case Study Assignment Inclusion (2014 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
 
Based on the IEP Case Study submitted and using the following rubric, evaluate the extent to which the candidate provided evidence of meeting the assignment criteria and the specific CEC standards incorporated into the rubric:
 
1.      Insufficient: The criteria described are not met. In order to obtain a passing grade in this assignment, the candidate must redo all or part of the assignment as directed by the course professor.
2.      Emergent/needs improvement: There is only partial evidence that the criteria described are addressed. Minor revisions in the assignment are called for / more evidence is needed to address the shortcomings identified and should be completed before determining proficiency and the candidate can “pass” this assignment.
3.      Basic proficiency: There is evidence that the candidate demonstrated the criteria described at the minimally acceptable level. The IEP Case Study assignment can be used as evidence that the candidate has become familiar with the present levels of educational performance, annual goals, short-term objectives, New York State Learning Standards, and other components of the IEP and how these components are used to design access to the general curriculum for students with disabilities.
4.      Outstanding performance: The IEP Case Study assignment fully meets the criteria described and provides an outstanding example that the candidate is able to use and integrate present levels of students’ educational performance with components of the IEP to design access to the general curriculum for students with disabilities

IEP Case Study Assignment 
INC447 1 Student Information and Special Considerations 
(1)Unacceptable / Insufficient
Candidate does not provide information or address special considerations
(2) Needs Improvement / Emerging
Candidate provides basic information, but does not address all factors; candidate addresses most special considerations
(3) Basic Proficiency
Candidate provides all pertinent information and addresses all special considerations (behavior; language needs of ELLs; use of Braille; language and communication needs of the child; assistive technology devices and services; extended school year; adaptive physical education; transportation services)
(4) Outstanding Performance
Candidate provides detailed and specific information about student and addresses all special considerations (behavior; language needs of ELLs; use of Braille; language and communication needs of the child; assistive technology devices and services; extended school year; adaptive physical education; transportation services)
INC447 2 PLAAFP (CEC 1, 3, 4, 5, 6, 7) 
(1)Unacceptable / Insufficient
Candidate provides no information
(2) Needs Improvement / Emerging
Candidate describes student's strengths and needs, but either misses important information or describes irrelevant information; candidate provides vague details about PLAAFP
(3) Basic Proficiency
Candidate describes relevant strengths and needs and provides specific details about the PLAAFP
(4) Outstanding Performance
Candidate provides relevant strengths and needs and provides clear and specific information about student's PLAAFP, following all components of PLAAFP checklist
INC447 3 Annual Goals (CEC 1, 3, 5 ) 
(1)Unacceptable / Insufficient
Candidate does not identify goals, or identifies goals that are not related to the PLAAFP
(2) Needs Improvement / Emerging
Candidate identifies goals that minimally correspond to need identified in the PLAAFP, do not clearly describe the behavior/skill to be changed, and are not related to measurable outcomes anchored in the general education curriculum
(3) Basic Proficiency
Candidate identifies goals that correspond to most needs identified in the PLAAFP, describe the behavior/skill to be changed, and are somewhat related to measurable outcomes anchored in the general education curriculum
(4) Outstanding Performance
Candidate identifies goals that correspond to all needs identified in the PLAAFP, clearly describe behavior/skill to be changed, and are related to measurable outcomes anchored in the general education curriculum
INC447 4 Benchmarks/Short-term objectives (CEC 1, 3, 5 ) 
(1)Unacceptable / Insufficient
Candidate does not provide benchmarks/STOs
(2) Needs Improvement / Emerging
Candidate provides objectives that are not related to the goal or the objectives and do not contain one of the three components (condition, measurable action, and criteria for success); Candidate aligns few student learning objectives with annual goals
(3) Basic Proficiency
Candidate provides objectives that are related to the goal and most objectives contain a condition, a measurable action, and criteria for success; candidate aligns many student learning objectives with annual goals
(4) Outstanding Performance
Candidate provides objectives that are logically sequenced and related to the goal and each objective contains a condition, a measurable action, and criteria for success; candidate explicitly links all student learning outcomes to annual goals
INC447 5 Progress/Evaluation reporting (CEC 3, 4, 5) 
(1)Unacceptable / Insufficient
Candidate does not provide information
(2) Needs Improvement / Emerging
Candidate includes minimal details of reporting of progress
(3) Basic Proficiency
Candidate includes the methods of evaluation, communication, and reporting methods
(4) Outstanding Performance
Candidate includes detailed and specific methods of evaluation, communication, and reporting
INC447 6 Services (CEC 3, 5, 6, 7) 
(1)Unacceptable / Insufficient
Candidate does not provide service
(2) Needs Improvement / Emerging
Candidate provides some services that are somewhat aligned with annual goals and access to the general curriculum
(3) Basic Proficiency
Candidate provides all services that are linked to annual goals and access to the general curriculum
(4) Outstanding Performance
Candidate clearly links all services to annual goals and access to the general curriculum
INC447 7 LRE (CEC 2, 4, 5, 6) 
(1)Unacceptable / Insufficient
Candidate does not provide a determination of LRE
(2) Needs Improvement / Emerging
Candidate provides information on placement and rationale, that is not connected to goals and access to the general curriculum
(3) Basic Proficiency
Candidate provides information on placement and rationale provided that is somewhat linked to goals and access to the general curriculum
(4) Outstanding Performance
Candidate provides detailed and specific information on placement and rationale that is clearly linked to goals and access to the general curriculum
INC447 8 Accommodations/Modifications (CEC 2, 3, 4, 5) 
(1)Unacceptable / Insufficient
Candidate does not provide information
(2) Needs Improvement / Emerging
Candidate lists incomplete accommodations/modifications that are not linked to specific student needs
(3) Basic Proficiency
Candidate provides accommodations/modifications that are somewhat linked to specific student needs
(4) Outstanding Performance
Candidate provide accommodations/modifications that are clearly liked to specific student needs to provide meaningful access to the general curriculum
INC447 9 AT/Supplementary aids and services (CEC 2, 3, 5, 7) 
(1)Unacceptable / Insufficient
Candidate does not identify assistive technology
(2) Needs Improvement / Emerging
Candidate does not identify a clear connection between student goals and use of assistive technology
(3) Basic Proficiency
Candidate identifies some connection between student goals and use of assistive technology
(4) Outstanding Performance
Candidate identifies assistive technology that is varied and clearly connected to student goals
INC447 10 Assessment/testing participation (CEC 3, 5) 
(1)Unacceptable / Insufficient
Candidate does not identify student's participation in testing
(2) Needs Improvement / Emerging
n/a
(3) Basic Proficiency
n/a
(4) Outstanding Performance
Candidate identifies student's participation in testing
INC447 11 Testing accommodations (CEC 3, 4, 5) 
(1)Unacceptable / Insufficient
Candidate does not provide testing accommodations
(2) Needs Improvement / Emerging
Candidate provides generic accommodations that are not linked to specific student learning needs
(3) Basic Proficiency
Candidate provides generic accommodations that are somewhat linked to specific student learning needs
(4) Outstanding Performance
Candidate provides accommodations that are clearly linked to specific student learning needs
INC447 12 Participants (CEC 5, 7) 
(1)Unacceptable / Insufficient
Candidate does not provide information on participants
(2) Needs Improvement / Emerging
Candidate lists some required participants
(3) Basic Proficiency
Candidate lists most required participants
(4) Outstanding Performance
Candidate lists all required participants and indicates whether they are present or not.
INC447 13 Reflection (CEC 6, 7) 
(1)Unacceptable / Insufficient
Candidate does not provide a reflection
(2) Needs Improvement / Emerging
Candidate does not tie reflection to an understanding of theories related to course competencies, minimally or does not discuss how he or she determined levels of support to meet student's needs, and makes minimal connection to professional development
(3) Basic Proficiency
Candidate ties reflection to an understanding of theories related to course competencies, provides some discussion of how he or she determined levels of support to meet student's needs, and makes some connection to professional development
(4) Outstanding Performance
Candidate ties reflection to understanding of theories related to course competencies, provides detailed discussion of how he or se determined levels of support to meet student's needs, makes clear connection to professional development, and demonstrates critical analysis
INC447 14 Professionalism (CEC 6) 
(1)Unacceptable / Insufficient
Candidate does not write in a clear, concise, or professional manner and makes multiple errors in writing conventions
(2) Needs Improvement / Emerging
Candidate writes in a somewhat clear, concise, and professional manner and makes some errors in writing conventions
(3) Basic Proficiency
Candidate writes in a clear, concise, and professional manner throughout most of the document and makes minimal errors in writing conventions
(4) Outstanding Performance
Candidate writes in a clear, concise, and professional manner throughout the entire document and makes no errors in writing conventions
 
Adapted from the College Of Education and Professional Studies at The University Of Central Oklahoma; Adelphi University                                                       
 
Notes: