IEP Coordinator Evaluation Rubric
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1 COLLINSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 10 IEP Coordinator Evaluation Rubric Developed Around the Professional Practice Domains Identified by Charlotte Danielson* *Certified Specialist Input from Collinsville Community Unit School District No. 10 The CUSD Evaluation Plan identifies 6 essential components for each certified district position. The importance of these components and the part they play in the final summative evaluation rating is outlined in the evaluation plan. The 6 essential components are highlighted in purple in the rubric that follows. The 6 essential components were selected through the collaborative work of the CUSD10 Teacher Evaluation Team.
2 DOMAIN 1 FOR IEP COORDINATOR: PLANNING AND PREPARATION 1a: Demonstrates knowledge of scheduling IEP meetings within appropriate IDEA time frame. IEP Coordinator schedules meetings past required due dates. IEP coordinator squeezes in meetings in order to stay in compliance but scheduled time does not comply with notification timeframes and some staff are unavailable due to short notice. knowledge of scheduling IEP meetings within appropriate IDEA time frame and makes every attempt to reschedule missed meetings. IEP Coordinator consistently demonstrates knowledge of scheduling IEP meetings within appropriate IDEA time frame, And (and) schedules/re-schedules all missed meetings according to IDEA laws. 1b: Performs the necessary duties that enable an IEP meeting to be conducted. IEP Coordinator does not complete the essential paperwork to initiate/conduct a meeting. The IEP Coordinator completes the essential paperwork to initiate/conduct a meeting but does not coordinate with the team members involved causing confusion and incomplete data to be processed prior to a meeting. The IEP Coordinator completes the essential paperwork to initiate /conduct a meeting and coordinates with all team members to assure all team members complete their components within appropriate time frames prior to/at the meeting. IEP Coordinator consistently performs the necessary duties that enable an IEP meeting to be conducted including providing forms or information during the course of a meeting. Also, coordinating with team members prior to or at the meeting to assure time frames and all components of paperwork are ready for conducting meeting. 1c: Demonstrating knowledge of state and federal regulations and of resources both within and beyond the school and district no knowledge of available resources and/or guidelines governing discipline of students with special needs. little knowledge of available resources or guidelines governing discipline of students with special needs. knowledge of available resources and familiarity of the guidelines governing discipline of students with special needs. knowledge of available resources and is familiar with the guidelines governing discipline of students with special needs and takes initiative to provide teacher, parents and other staff members with information and resources regarding discipline. IEP Coordinator Page 1
3 DOMAIN 1 FOR IEP COORDINATOR: PLANNING AND PREPARATION (CONTINUED) 1d: Demonstrates knowledge of all programming and service options available within the district. IEP Coordinator does not demonstrate knowledge of differences between different educational programs or services available. knowledge of different programs within the district but does not demonstrate knowledge of requirements for a student to be or not be eligible for a program or services. knowledge of all programs and services available, but relies on others to determine what qualifies a child for a specific program or service. knowledge of all programs throughout district and services and is able to determine based on data and other documentation what program or service a student is eligible for. IEP Coordinator Page 2
4 DOMAIN 2 FOR IEP COORDINATOR: THE ENVIRONMENT 2a: Creating an environment of respect and rapport which creates productive communication. IEP Coordinator s interactions with parents, staff, administrators, and students (when applicable) are unprofessional. IEP Coordinator makes no introductions and starts meeting without a greeting or introduction Coordinator does not make eye contact, use appropriate tone of voice, does not interact during the meeting, and does not move the meeting to the next level. IEP Coordinator makes rushed introductions, does not make eye contact and rushes through purpose for meeting. IEP Coordinator interactions with parents, staff, administrators, and students (when applicable) are a mixture of positive & unprofessional. IEP Coordinator s time-management skills are insufficient causing meeting to be disorganized, cut short or left with unresolved issues. IEP Coordinator makes appropriate introductions and states purpose for meeting, and makes statements or adds information and explains policy or procedure in a polite manner throughout the meeting. IEP Coordinator s interactions with parents, staff, administrators, and students (when applicable) are positive & professional and he/she leads meetings and topics and changes in discussions of components. IEP Coordinator makes appropriate introductions, starts meeting with professionalism, states purpose and uses pro-active statements and strategies to validate parent or team member concerns and takes initiative to restate unclear issues or statements in a positive manner throughout the meeting. He/she demonstrates knowledge of policy and procedure and is able to facilitate smooth transitioning between team members, topics and discussions. 2b: Managing routines and procedures and assuring IEP meetings/staff are kept within the time frames IEP Coordinator exercises poor judgment in setting deadlines and schedules causing missed deadlines and schedule conflicts. Demonstrates little or no knowledge of procedure and demonstrates disorganization of paperwork. Rushes through meeting for no apparent reason. IEP Coordinator Is able to facilitate the meeting, but rushes through meetings due to over-scheduling, and does not take time to thoroughly review/explain paperwork. Demonstrates general knowledge of meeting procedure and policy. IEP Coordinator allows sufficient time to complete meeting and discuss policy and procedure for future meetings, as well as assures all paperwork is signed. Gives copies of completed paperwork to parents and others involved in allotted time frame. IEP Coordinator allows sufficient time to complete meeting and discuss policy and procedure for future meetings, as well as assures all paperwork is signed. Provides copies of completed paperwork to parents and others involved. The Coordinator closes meetings in a professional manner assuring that team members involved do not have unresolved questions. IEP Coordinator Page 3
5 DOMAIN 3 FOR IEP COORDINATOR: DELIVERY OF SERVICE 3a: The IEP process The IEP Coordinator has overlooked numerous incomplete/missing components of the IEP and has not provided feedback to the teacher to prevent future mistakes. Does not demonstrate understanding of implications of data presented at meetings. Is unable to comment on data or discussions concerning data and implications. The IEP Coordinator has overlooked one or two incomplete/ missing components of the IEP, and has provided some feedback to the teacher to correct future mistakes Demonstrates general knowledge of meeting procedure and policy. Is able to contribute some input into how the data affects placement options or eligibility. Is unable to answer some questions about resources and general Special Ed questions. Refers to others for assistance in answering questions. Does not assure that parent leaves with all questions/concerns answered. The IEP Coordinator has assured all IEP components are intact prior to a meeting and demonstrates knowledge of implications of data presented during the meeting as it relates to eligibility, placement and services in order to effectively meet student needs. IEP Coordinator is able to refer parent to appropriate source for answers to questions, he/she may not be able to answer. IEP Coordinator meets IDEA requirements through assuring that all procedures of the IEP process and components have been completed and are ready for discussion at the meeting. IEP coordinator demonstrates knowledge through facilitating questions to team members about data which serves to support proper placement and services in order to effectively meet student needs. IEP Coordinator is able to answer the majority of questions but will refer parent(s)/(team member(s) to appropriate source for answers to questions, he/she may not be able to answer. 3b: Distribution of IEP at Annual Review meeting Parents did not receive an IEP with no explanation. Parents received an incomplete copy of the IEP. Parents received a completed copy of the IEP. Parents received a copy of the complete IEP with an explanation of policy and procedure regarding parental rights and responsibilities, and takes initiative to ask and assure the parent has no other questions about the IEP. IEP Coordinator Page 4
6 DOMAIN 3 FOR IEP COORDINATOR: DELIVERY OF SERVICE (CONTINUED) 3c: Processing IEP s IEP file is turned in without being processed. IEP file is turned in with one or two missing components and processed late or incomplete. IEP file is turned in complete and processed according to procedural guidelines. All components of IEP file are complete and processed according to procedural guidelines and filed within time frames required by special education. IEP Coordinator Page 5
7 DOMAIN 4 FOR IEP COORDINATOR: PROFESSIONAL RESPONSIBILITIES 4a: Collaborate/ communicate with pertinent IEP members IEP coordinator does not collaborate/communicate with pertinent IEP members regarding new policies/procedures/idea regulations. IEP coordinator communicates only partial information to staff/team members and is available to collaborate with pertinent IEP members but rarely communicates with them in a timely manner. IEP Coordinator communicates new policy/procedural/idea regulations to all pertinent staff and is available to collaborate/ communicate with pertinent IEP members when available. IEP coordinator is available to collaborate/communicate with pertinent IEP members in a timely and consistent manner and makes every effort to make time for collaboration and communication and Coordinator communicates new policy/procedural/idea regulations to all pertinent staff 4b: Maintaining records and submitting them in a timely fashion IEP Coordinator s documentation is missing, late, or inaccurate, resulting in confusion. IEP Coordinator s documentation is generally accurate but is occasionally late. IEP Coordinator s documentation is accurate and is submitted in a timely manner. IEP Coordinator s approach to record keeping is highly systematic and efficient. 4c: Engaging in professional development IEP Coordinator does not participate in professional development activities IEP Coordinator participation in professional development activities is limited to those that are convenient or are required. IEP Coordinator seeks out opportunities for professional development based on an individual assessment of need and applies in daily responsibilities. IEP Coordinator actively pursues professional development opportunities and makes a substantial contribution to the department by sharing current information, best practices and other pertinent information for the professional growth of the staff and department. IEP Coordinator Page 6
8 DOMAIN 4 FOR IEP COORDINATOR: PROFESSIONAL RESPONSIBILITIES (CONTINUED) 4d: Participating in a professional community IEP Coordinators relationships with colleagues are negative. IEP Coordinators relationships with colleagues are cordial. IEP Coordinators maintains positive and productive relationships with colleagues. IEP Coordinators assumes leadership roles with colleagues and initiates sharing new information learned through trainings and Professional development. 4e: Showing professionalism IEP Coordinator displays dishonesty and/or disinterest in interactions with colleagues, students, and the public; violates principles of confidentiality. IEP Coordinator is honest, cordial, and shows some level of interest in - interactions with colleagues, students, and the public; does not violate confidentiality. IEP Coordinator displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed; gives professional opinion when asked. IEP Coordinator can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues via verbalizing concerns and making suggestions which can benefit students, staff or programs within the school setting. IEP Coordinator Page 7
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