The Professional Documentation Portfolio comprises several documents to provide evidence of the level of competency candidates have reached in the standards addressed. These documents h

Individual Education Plan/Individual Family Service Plan

Strengths6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

A strength is indicated but is poorly related to the goal area.

Basic6(6.00%)points

A strength is indicated and is somewhat related to the goal.

Proficient8(8.00%)points

The PLAAFP includes a statement of the child’s strengths. Strengths are related to the goal area.

Exceptional10(10.00%)points

The PLAAFP includes a statement of the child’s strengths.

Specificity8(8.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

The PLAAFP is based on non-specific, qualitative information and is not quantified.

Basic6(6.00%)points

The PLAAFP is specific, observable, and measurable. No objective data are provided.

Proficient8(8.00%)points

The PLAAFP is specific, observable, and measurable. Current objective data are provided.

Exceptional10(10.00%)points

The PLAAFP is specific, observable, and measurable.

Needs8(8.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

A needs statement is present, but it is not related to the goal.

Basic6(6.00%)points

The PLAAFP includes a needs statement that is related to goal but it is not student-centered.

Proficient8(8.00%)points

The PLAAFP includes a needs statement that is related to the goal and is student-centered.

Exceptional10(10.00%)points

The PLAAFP includes a needs statement.

Inclusion Description6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

The PLAAFP includes two out of four elements

Basic6(6.00%)points

The PLAAFP includes three out of four elements

Proficient8(8.00%)points

The PLAAFP quantitatively states: (1) the learner’s present level of performance, (2) the expectations of peers in the general curriculum, (3) where the instruction will take place, and (4) why this is the student’s least restrictive environment.

Exceptional10(10.00%)points

The PLAAFP describes how the student’s needs affect participation in the general curriculum and/or supports needed for success.

Alignment6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

There is no relationship between the PLAAFP and the goals.

Basic6(6.00%)points

There is some relationship between the PLAAFP and the goals.

Proficient8(8.00%)points

There is a direct relationship between the PLAAFP and the goals. Some needs are not addressed.

Exceptional10(10.00%)points

There is a direct relationship between the PLAAFP and the goals or adaptations page for each stated need.

Efficacy8(8.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

Goals are not meaningful, related to PLAAFP, measurable, or able to be monitored.

Basic6(6.00%)points

Goals are measurable but not meaningful for the stated PLAAFP

Proficient8(8.00%)points

Goals are meaningful and measurable but units of measurement should be changed.

Exceptional10(10.00%)points

Goals are meaningful, measurable, and able to be monitored. Fluency measures are used when appropriate.

Expectation6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

Goals are not ambitious enough for the child to make meaningful progress or repeat previous year’s IEP.

Basic6(6.00%)points

Goals are written such that the student would make progress regardless of the intervention

Proficient8(8.00%)points

Goals are somewhat ambitious to allow the child to make progress.

Exceptional10(10.00%)points

Goals are ambitious enough to drive interventions to allow the child to make meaningful progress.

Conditions6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

Goals contain less than 2 elements.

Basic6(6.00%)points

A goal contains 2/4 elements.

Proficient8(8.00%)points

A goal contains 3/4 elements.

Exceptional10(10.00%)points

The goal includes the time frame, the conditions, the behavior, and the criterion for acceptable performance.

Assessment6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

The goal does not include evaluation procedures and frequency of evaluation

Basic6(6.00%)points

Goal includes 1/3 elements.

Proficient8(8.00%)points

The goal includes 2/3 elements.

Exceptional10(10.00%)points

The goal includes 1) evaluation procedures, 2) frequency of evaluation, and 3) identifies the person responsible for monitoring progress.

Overall quality elements: 1)Grammar 2)Spelling 3)Readability 4)All blanks filled or NA6(6.00%)

Levels of Achievement:

Unacceptable4(4.00%)points

IEP reflects poor overall quality for all elements or is missing the majority of the applicable area.

Basic6(6.00%)points

IEP reflects acceptable quality in 2 of the elements or is missing several applicable areas.

Proficient8(8.00%)points

IEP reflects acceptable quality in 3 of the elements or is missing some applicable areas.

Exceptional10(10.00%)points

IEP has acceptable quality in all elements.

Raw Total: 66.00 (of 100)

Name: Video IEP Assignment Rubric

,

Content15(50.00%)

Levels of Achievement:

Novice5(16.66666%)points

There are four or more errors in defining the team roles.

Competent10(33.33333%)points

There are three or less errors in defining the team roles.

Proficient15(50.00%)points

Team roles are clearly define according to the course content.

Formatting5(16.66666%)

Levels of Achievement:

Novice2(6.66666%)points

Does not follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention.

Competent3(10.00%)points

Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.

Proficient5(16.66666%)points

Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look.

Organization5(16.66666%)

Levels of Achievement:

Novice2(6.66666%)points

Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

Competent3(10.00%)points

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Proficient5(16.66666%)points

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Grammar5(16.66666%)

Levels of Achievement:

Novice2(6.66666%)points

Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent.

Competent3(10.00%)points

Submission has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons.

Proficient5(16.66666%)points

Submission is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons.

The rubric total value of 30.00 has been overridden with a value of 30.00 out of 30.

Name: Team Roles 30 points

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1. The Professional Documentation Portfolio comprises several documents to provide evidence of the level of competency candidates have reached in the standards addressed. These documents have been through the grading process. Sometimes, the student documents may have been revised following instructor feedback. The work samples in this portfolio may include the following:

·

1. Individual Education Plan/Individual Family Service Plan

1. IEP Team Roles

1. IRIS/Functional Behavior Assessment/Behavior Intervention Plan

1. Disability Presentation

1. Video IEP Assignment

1. UDL Lesson Plan

Be sure you have used the feedback given to you by your instructor to edit the documents before submission. Please attach your corrected professional documents.

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