degree to which on goals of the IEP, degree of inclusion in academic progress of students with disabilities that are students with the general education classroom, student more nuanced than annual tests and more substantive than disabilities are retention and graduation, or post-graduation review of inputs (e.g., complete and up-to-date IEPs and benefiting from access opportunities)? compliance with IEPs). to the general education If the school has a virtual or blended curriculum. If the school has a virtual or blended learning component, learning component, how does the learning the learning management system should include a means to management system track progress, track a variety of performance metrics and potentially including provision of special education and include tracking provision of special education and related related services? services.
degree to which students with disabilities are benefiting from access to the general education curriculum. on goals of the IEP, degree of inclusion in the general education classroom, student retention and graduation, or post-graduation opportunities)? If the school has a virtual or blended learning component, how does the learning management system track progress, including provision of special education and related services? academic progress of students with disabilities that are more nuanced than annual tests and more substantive than review of inputs (e.g., complete and up-to-date IEPs and compliance with IEPs). If the school has a virtual or blended learning component, the learning management system should include a means to track a variety of performance metrics and potentially include tracking provision of special education and related services.
2931_Authorizer%20SPED%20Rubric%20for%20NON%20LEAs%202012%20Final%20ed%20_0.docx