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Assessment Description
As a teacher, you will encounter all kinds of students, including some with exceptionalities who are legally entitled to receive special education services. Knowledge of the laws that govern special education is essential in professional practice. The Individuals with Disabilities Education Act (IDEA) outlines these laws and provides the framework in which teachers must operate to provide educational services for individuals with exceptionalities. The ability to share and articulate these steps to parents/guardians and students is essential to establishing mutual expectations and ongoing communication that supports the development and achievement of students with disabilities.
Part 1
Imagine you are a teacher for a student who has been referred for a special education evaluation. The parent has agreed to the evaluation but is unfamiliar with IDEA and the IEP process and wants to meet to learn more about these topics.
Create a simple visual that summarizes the 12 key components of IDEA. This visual could be a 1-2 page handout, chart, brochure, etc., and should provide the reader with a clear understanding of key terms and processes associated with IEPs. Include IDEA citations relevant to each component.
The visual should address the following.
· Free Appropriate Public Education (FAPE)
· Least Restrictive Environment (LRE)
· Referral Process
· Evaluation Process
· Eligibility Determination
· IEP Components
· Parent and Student Involvement
· Quarterly Progress Monitoring
· Annual Review Process
· Procedural Safeguards
· Prior Written Notice
· Related Services
Rubric Criteria
expand all Rubric CriteriaExpand All
IDEA Components Summary Visual
36 points
Criteria Description
IDEA Components Summary Visual
5. Target
36 points
Visual summarizing the 12 key components of IDEA is creative and includes substantial details.
4. Acceptable
31.32 points
Visual summarizing the 12 key components of IDEA is logical and includes relevant details.
3. Approaching
26.64 points
Visual summarizing the 12 key components of IDEA is missing key details or includes extraneous information.
2. Insufficient
24.84 points
Visual summarizing the 12 key components of IDEA is poor and lacks details.
1. No Submission
0 points
Not addressed.
Parent/Guardian and Student Involvement
6 points
Criteria Description
Parent/Guardian and Student Involvement
5. Target
6 points
Explanation of parent/guardian and student involvement in the IEP process is thorough.
4. Acceptable
5.22 points
Explanation of parent/guardian and student involvement in the IEP process is complete.
3. Approaching
4.44 points
Explanation of parent/guardian and student involvement in the IEP process is underdeveloped.
2. Insufficient
4.14 points
Explanation of parent/guardian and student involvement in the IEP process is incomplete.
1. No Submission
0 points
Not addressed.
Referral, Evaluation, and Eligibility
18 points
Criteria Description
Referral, Evaluation, and Eligibility
5. Target
18 points
Description and summary of referral, evaluation, and eligibility is comprehensive.
4. Acceptable
15.66 points
Description and summary of referral, evaluation, and eligibility is accurate.
3. Approaching
13.32 points
Description and summary of referral, evaluation, and eligibility is cursory.
2. Insufficient
12.42 points
Description and summary of referral, evaluation, and eligibility is inaccurate.
1. No Submission
0 points
Not addressed.
Components of the IEP
18 points
Criteria Description
Components of the IEP
5. Target
18 points
Description of the components of the IEP is in-depth and includes substantial details.
4. Acceptable
15.66 points
Description of the components of the IEP is complete and includes relevant details.
3. Approaching
13.32 points
Description of the components of the IEP is cursory and lacks relevant details.
2. Insufficient
12.42 points
Description of the components of the IEP is incomplete and/or incorrect.
1. No Submission
0 points
Not addressed.
Communication Expectations and Ethical Responsibilities
6 points
Criteria Description
Communication Expectations and Ethical Responsibilities
5. Target
6 points
The expectations for ongoing communication between the teacher, school, and parent/guardian are thorough and well-crafted to support the development and achievement of the student. Discussion of the ethical responsibilities the teacher has to uphold the integrity of the profession as part of the IEP process is compelling.
4. Acceptable
5.22 points
The expectations for ongoing communication between the teacher, school, and parent/guardian clearly support the development and achievement of the student. Discussion of the ethical responsibilities the teacher has to uphold the integrity of the profession as part of the IEP process is sound.
3. Approaching
4.44 points
The expectations for ongoing communication between the teacher, school, and parent/guardian are overly simplistic to support the development and achievement of the student. Discussion of the ethical responsibilities the teacher has to uphold the integrity of the profession as part of the IEP process is vague.
2. Insufficient
4.14 points
The expectations for ongoing communication between the teacher, school, and parent/guardian are insufficient to support the development and achievement of the student. Discussion of the ethical responsibilities the teacher has to uphold the integrity of the profession as part of the IEP process is flawed.
1. No Submission
0 points
Not addressed.
Aesthetic Quality
12 points
Criteria Description
Aesthetic Quality
5. Target
12 points
Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.
4. Acceptable
10.44 points
Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation.
3. Approaching
8.88 points
Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.
2. Insufficient
8.28 points
Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.
1. No Submission
0 points
Not addressed.
Presentation of Content
12 points
Criteria Description
Presentation of Content
5. Target
12 points
Student demonstrates exemplary presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process.
4. Acceptable
10.44 points
Student demonstrates good presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process.
3. Approaching
8.88 points
Student demonstrates moderate presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process.
2. Insufficient
8.28 points
Student demonstrates minimal presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process.
1. No Submission
0 points
Not addressed.
Format and Documentation of Sources
6 points
Criteria Description
Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Target
6 points
Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error.
4. Acceptable
5.22 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
4.44 points
Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present.
2. Insufficient
4.14 points
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
6 points
Total120 points
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