ESE Sample Rubric (Instruction Plan) 2.0

Levels:	Approaches	Meets	Exceeds	Score
Criteria:
Individual learning differences CEC Standard 4	Intervention strategies used with young children and their families are weak, inappropriate, or not addressed in terms affirming and respecting family, cultural, and linguistic diversity.	Intervention strategies used with young children and their families are appropriate in terms of affirming and respecting family, cultural, and linguistic diversity.	Intervention strategies used with young children and their families are exceptional in terms of affirming and respecting family, cultural, and linguistic diversity.
Learning environments for individuals with ELN CEC Standard 5	Design of learning environment is weak in one or more of the following: fostering cultural understanding, safety,emotional well-being, positive social interactions, and/or active engagement of students.	Design of learning environment fosters some of the following: cultural understanding, safety,emotional well-being, positive social interactions, and/or active engagement of students.	Design of learning environment intentionally fosters cultural understanding, safety,emotional well-being, positive social interactions, and active engagement of students.
Valuing diversity CEC Standard 5	Instruction is weak in addressing or does not address how to live harmoniously and productively in a culturally diverse world.	Instruction addresses how to live harmoniously and productively in a culturally diverse world.	Instruction actively addresses how to live harmoniously and productively in a culturally diverse world.
Incorporation of shorter-range goals and objectives CEC Standard 7	Individualized plans are poorly translated into shorter-range goals and objectives and these goals are weakly incorporated or not incorporated into the instruction.	Individualized plans are translated into shorter-range goals and objectives taking into consideration an individual’s abilities and needs and cultural and linguistic factors and these goals are incorporated into the instruction.	Individualized plans are systematically translated into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs and cultural and linguistic factors and these goals are effectively incorporated into the instruction.
Explicit modeling and efficient guided practice CEC Standard 7	Modeling and guided practice strategies are weakly included or not included in the instruction.	Modeling and guided practice strategies are included in the instruction to assure acquisition and fluency through maintenance and generalization.	Explicit modeling and efficient guided practice strategies are explicity included in the instruction to assure acquisition and fluency through maintenance and generalization.
Technology integration CEC Standard 7 & 8	Use of technology demonstrates poor integration by the special educator for planning purposes and/or to support and assess the individualized needs of learners. OR No technology integrated into instruction.	Instruction demonstrates integration of technology by the special educator for planning purposes and/or to support and assess the individualized needs of learners.	Instruction demonstrates effective integration of technology by the special educator for planning purposes and to support and assess the individualized needs of learners.
Multiple types of assessment information CEC Standard 8	Instruction is weak in terms of formative and summative assessments of behavior, learning, and/or achievement or does not include assessments.	Instruction includes formative and summative assessments of behavior, learning, and/or achievement that support the growth and development of individuals with ELN.	Instruction includes effective, creative formative and summative assessments of behavior, learning, and/or achievement that support the growth and development of individuals with ELN.