IEP Compliance Checklist
IEP Pr-07 Form
Other Information
What should be included
Present
Missing
Present
Missing
Note if a language other than English is spoken in the home
Document that the student was invited to the IEP meeting
Document medication that the child is taking or if a behavior plan is in place
Section 1 – Future Planning
What should be included
What does the child want to do after high school in terms of working, living, and learning?
A statement or short paragraph that summarizes the child’s skills and interests in relation
to the child’s goals for education and employment after high school
Based on a discussion with child and family about the child’s future
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IEP Compliance Checklist
For younger children the emphasis is on education and for older children on post
secondary goals
At age 14+ there needs to be a specific goal for post high school
Cannot go to Due Process over what is written in this section
3 Profile
“Big Picture of the Child"
What should be included
I Have
It!
What is
Missing
1. Background information;
 History of Special Services without educational labels
 History of successful accommodations and or modifications not specific to one goal
2. Interests of Child
3. Strengths of child summarized
4. Weakness- needs of child summarized
5. Needs in the ETR NOT addressed in the IEP summarized (Needs that the team has decided not to focus on this
year.)
Special Instructional Factors (behavior, limited English, communication), noteworthy, but not addressed in IEP
6. Relevant medical & safety information NOT included in PLOP that don’t relate to goals
7. Preschool- Summary of child's developmental strengths and opportunities for growth Standards
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IEP Compliance Checklist
Section 4 – Postsecondary Transition
A statement of transition service needs of the child that focuses on the child's course of study
What should be included
Present
Missing
Describe in this section the child’s needs related to transition to and through the first
years of high school and the course of study.
Child’s current course of study in middle school (general education, advanced,
vocational). Do not list classes.
Where is the student going globally (college prep, vocational)? Describe the course of
study in high school that will be needed or required to achieve post-school goals.
Does the child need accommodations and/or services to support achievement and
progress in the child’s course of study?
May list specific classes needed to prepare for the intended job/career
What coursework, job coaching opportunities, and career tech programs will assist the
child in accomplishing what he or she wants to do after high school?
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IEP Compliance Checklist
These topics should be considered, but do not need to be written into the statement.
Are accommodations and services the child currently receives providing opportunities for the child to attain the level of independence needed
as an adult?
Does the child know how to:


describe to others how his or her disability affects his or her learning, working, and living and
advocate for appropriate accommodations?
Are the accommodations the student now receives for instruction and/or testing also allowable and feasible for adult environments?
Section 4 – Postsecondary Transition
Age Appropriate Transition Assessments:
Age appropriate transition assessments are used:
1) As evidence that the child has or is developing skills necessary to achieve the child’s postsecondary goals
2) To determine the transition services and supports needed for the child to make progress toward the postsecondary goals
3) As the basis for identifying annual IEP goals to support the post-school plans
4) To inform the appropriate and logical linkages to adult, community, and postsecondary agencies and the services they provide
What should be included
Present
Missing
Name the assessment or type of assessment method
List the date(s) or refer to time period in which it was conducted
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IEP Compliance Checklist
Summarize results relevant to postsecondary goals
Synthesize information across assessment results (consider questions below)
What do we know about the child’s preferences, interests, needs, and strengths?
What skill levels are required for the child’s future intentions and how do the child’s
current levels compare?
Does the child have the stamina, dexterity, coordination, and other skills needed to meet
the physical demands of the postsecondary environments of future plans?
How do the child’s current behavior skills compare with those expected in the child’s
postsecondary environments?
Can the child solve everyday problems and make decisions as expected in the
postsecondary environment including independent living and employment situations?
Is the child able to self-advocate and effectively communicate needs in the postsecondary
environment?
Does the child need to become more independent by gradually removing any school
accommodations currently in place?
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IEP Compliance Checklist
Section 5 – Postsecondary Transition Services
Measurable Postsecondary goals
What should be included
Present
Missing
Present
Missing
What does the child want to do after high school in terms of working, living, and learning?
Goal must be based on assessment information.
Is the goal measurable, meaning it is written in such a way that it names behavior or
action that can be observed as occurring or not occurring?
Is the focus of the goal an adult outcome that will occur after the student graduates or
exits from high school?
Is the behavior or action observable, explicitly stated and the intended result written in
the affirmative?
Are the post secondary goals coordinated with all other IEP components (annual goals,
services, transition services, course of study)?
Section 5 – Postsecondary Transition Services
Courses of Study
What should be included
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IEP Compliance Checklist
Do the classes within the student’s courses of study provide needed skills and
experiences prerequisite to achieving his/her post school intentions?
Do the courses of study provide information about the student’s program of study for
multiple school years?
Do the transition services include courses of study that are related to the student’s
postsecondary goal(s)?
Will the student graduate meeting Ohio CORE requirements?
Section 5 – Postsecondary Transition Services
Number of Annual Goals
What should be included
Present
Missing
Enter the number of the measurable annual goal(s) that is related to the listed
postsecondary goal in each area where a postsecondary goal is listed.
An annual IEP goal may be related to multiple postsecondary goals.
Section 5 – Postsecondary Transition Services
Transition Services/Activities
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IEP Compliance Checklist
What should be included
Present
Missing
Transition Services can include, but are not limited to:
 Instruction
 Related service
 Community experience
 Development of employment and other post-school adult living objectives,
including acquisition of daily living skills (when appropriate)
 Functional vocational evaluation
Are the Transition Services/Activities logically connected to supporting the student in
gaining a skill or experience that moves him/her toward achieving his/her post school
goals?
Is the need for the service supported by information in the IEP, such as Age Appropriate
Transition Assessment, Present Levels, Future Planning etc?
Are Transition Services/Activities listed in Section 5 for multiple school years?
The person responsible for the implementation of the service cannot be the student or
parent
There is at least one service or activity associated with each measurable postsecondary
goal
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IEP Compliance Checklist
6 - Present Level of Academic Achievement and Functional Performance (PLOP)
What Should Be Included
What
What
What
You must have baseline data here that is relevant to the goal below and ties in with the goal below. If a % is
is
is
is
given here, then a corresponding % should be in goal.
missing missing missing
AS IT RELATES SPECIFICALLY TO THE GOAL
Goal 1 Goal 2 Goal 3
1. *Describe how the characteristics of the child's disability affects involvement and progress in the general
curriculum as compared to their peers. (Your tie into content standards)
2. Summary of current daily performance (strengths and needs)
 academic /behavioral
 functional
3. Measurable baseline data for developing the measurable annual goal that will follow it
Functional means nonacademic, as in “routine
4. *Review relevant academic achievement or functional
activities of everyday living.”
performance assessments (data) as it relates to the goal and need(s);
"It is not necessary to include a definition of
 ETR results, when current (within one year)
"functional" in these regulations because we
 Formative assessments (given by staff to collect baseline data)
believe it is a term that is generally understood
 curriculum-based assessments & current progress monitoring
to refer to skills or activities that are not
 ecological assessments (set of skills needed for specific environment..see below)
considered academic or related to a child’s
 transition assessments
 functional behavior assessments (If there is a behavior problem)
academic achievement. “Functional" is often
 teacher reports, checklists,
used in the context of routine activities of
 strategies, interventions
everyday living." (Commentary in the Federal
 accommodations
Register, page 46661)
5. 14 years & older: Present levels of performance related to current postsecondary transition goals that relate
to this specific goal
http://bringingaba.com/2012/09/14/using-ecological-assessments-to-set-meaningful-goals-for-aba-interventions/
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IEP Compliance Checklist
6 Measureable Annual Goals
Present Levels Re-capped
Interventions
What should be included
AS IT RELATES SPECIFICALLY TO THE GOAL
1. *Who: The student
2. *Will do what: The observable behavior describing what the child will do to complete the goal.
3. *To what level or degree?: Relates to criteria and mastery of the goal.
 Criteria states how many times the behavior must be observed for the goal to be considered completed
and
 Mastery states the level of achievement required.
4. *Under what conditions?: These are conditions that describe the;
 Situation
 Setting or
 Given materials that will need to be in place for the goal to be completed.
5. *In what length of time? This is the time frame in which the goal/ objective is completed.
What
What
What
is
is
is
missing missing missing
Goal 1
Obj. 1
Obj. 2
6. *How will progress be measured?: This is performance date. In Ohio's IEP's, this information is
documented by selecting a method or methods from a list provided.
7. Do goal(s) match a need that is aligned to accessing the Ohio’s New Learning Standards (ONLS) in relation to
peers?
8. *Does goal match
 Academic need
 Functional need
 OR state, “Functional needs were not identified at this time.”
Copy additional pages as needed for more goals and objectives.
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IEP Compliance Checklist
7 Description(s) of Specially Designed Services
What Should Be Included
1. Specially Designed Instruction:
What does the instruction look
like? (specifics)
 Describe what is specialdifferent from general
educator concerning
methodology, delivery, or
Content.
 Understandable to allparent, general education
teacher ...
 *Does instruction address
the need?
 *Does instruction support
the goal?
Goals
Title of
Provider
NO
more
than
one
person
listed at
a time.
Be
specifi c
as to
what
each is
doing.
*Location
NO more
than one
location at
a time.
*Amount
of Time
Estimated direct
instruction time,
not amount of time
student is pulled
out. Can collapse
time for multiple
goals. No ranges
Begin
End
*Frequency
What is
Missing
i.e. 4
times
per
week/
month
EXAMPLE ONLY: DO NOT CUT AND PASTE!!!!!
Delivery ( 1-on-1, small group maximum of 4)
-sensory involving…examples of kinesthetic, i.e.
finger spelling; auditory, i.e. read aloud with CD; visual, i.e. timer, Velcro
calendar)
academic subject organizers.
Content ( substantive information viewed in another way than its normal
manner of presentation)
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IEP Compliance Checklist
What Should Be Included
2. Related Services: Write a
description of service.
Developmental, corrective and
other supportive services as
are required to assist a child
with a disability to benefit
from special education and
includes the following services
listed in the box as identified.
 *Does instruction address
the need?
 *Does instruction support
the goal?
 OR state, “Based on the
needs of the child, related
services were not
identified at this time.”
Goals
Title of
Provider
NO more
than one
person listed
at a time. Be
specific as to
what each
person is
doing
*Location
NO more
than one
location
at a time.
*Amount
of Time
Estimated direct
instruction time,
not amount of
time student is
pulled out. Can
collapse time for
multiple goals.
Begin
End
*Frequency
What is
Missing
i.e. 4 times
per week/
month
i.e.: speech-language pathology and audiology, interpreting, psychological
, physical and occupational therapy, recreation including therapeutic
recreation, early identification and assessment of disabilities in children,
counseling including rehabilitation, orientation and mobility, social work,
health and school nurse, parent counseling and training ,and medical
services for diagnostic or evaluation purposes.
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IEP Compliance Checklist
What Should Be Included
Goals
Title of
Provider
3. *Assistive Technology: Can be
device or service
3a. Assistive Technology Device:
Defined as any device item
3b. Assistive Technology
Service: Describe any service
that directly assists the child in
the selection, acquisition or use
of an assistive technology device.
 OR state, “Based on the
needs of the child, assistive
technology and services
were not identified at this
time.”
Goal(s) may
or may not
be tied to
this service
If more than
one person
listed at a time,
be specific as to
what each is
doing
4. *Accommodations: Changes in
way materials are presented
and/or assessed.
 instructional
 assessment
 setting
 timing
 scheduling
 OR state, “Based on the
needs of the child,
accommodations were not
identified at this time.”
optional
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Location
NO more
than one
location at
a time
Amount
of Time
Begin Frequency
End
What is
Missing
Amount of time a
child will receive
instruction in the
device, not how
often the child will be
using the device
during the day
A.T. Device defined: piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized), that directly assist a child with
a disability to increase, maintain, or improve the functional capabilities of a child
with a disability. A medical device that is surgically implanted or the replacement of
such a device is not included under the term assistive technology device.
More than one
person listed at
a time
More than
one
location at
a time
optional
optional
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IEP Compliance Checklist
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IEP Compliance Checklist
What Should Be Included
5. *Modifications: Describe “alterations
to content.”
 If modification is not identical in all
areas, each modification must be
listed separately.
 OR state, “Based on the needs of
the child, modifications were not
identified at this time.”
Goals
Title of Provider
More than one
person listed at a
time
Location
Amount
of Time
What is
Missing
More than
one location
at a time
Modifications means changes made to the content that
students are expected to learn where amount or complexity
of materials is altered from grade level curriculum
expectations. When an instructional or curriculum
modification is made, either the specific subject matter is
altered and/or the performance expected of the student is
changed.
6. *Support for School Personnel: Can
include aide, PD, resource materials,
consultation, or one-on-one aide
needed by child to make progress in
general education curriculum.
 OR state, “Based on the needs of
the child, support for school
personnel were not identified at
this time.”
optional
More than one
person listed at a
time. May want to
add new row for
each.
Not required
optional
7. Service(s) to Support Medical Needs:
More than one location at a time.
May or
may not be
tied to goal
More than one
person listed at a
time
Not required
Not
required
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Begin Frequency
End
Not
required
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IEP Compliance Checklist
11 Least Restrictive Environment
What should be included?
I have
it!
What is
Missing
1. *Statement to the extent the child will not participate with nondisabled children in the regular education classroom.
2. *Include a justification for why the child was removed from the regular education classroom addressing
• Is based on the needs of the child, not the child’s disability.
• Reflects that the team has given adequate consideration to meeting the student’s needs in the regular classroom
with supplementary aids and services.
• Documentation that the nature or severity of the disability is such that education in regular education classes, even
with the use of supplementary aids and services, cannot be achieved satisfactorily.
• Describes potential harmful effects to the child or others, if applicable.
Preschool: Students moving from preschool special education to kindergarten, information including preschool
assessments such as Get It, Got It, Go!, Ages and Stages Questionnaire: Social Emotional, and the Early Childhood
Outcomes Summary Form; parent information; previous setting was an EC classroom or not; severity of the disability and
adequate supports, should be found.
EXAMPLE ONLY!!!!!The IEP team has considered delivery of services in the general education
classroom. The team has determined that supplementary aids and services will not be sufficient
for STUDENT to make adequate progress in all academic areas because substantial
modifications are needed in all academic areas and he is functioning multiple grade levels below
the same aged peers. He needs services where a small class size and limited distractions provide
opportunity for intensive, direct instruction, guided practice, modeling, and monitoring of
progress throughout the year. He needs to have an alternative curriculum that focuses on
academic and social skills. STUDENT will receive small group instruction in the self contained
room for content area to include corrective feedback, guided practice and modeling for the
academic content areas and social skills. DO NOT CUT AND PASTE!!!!!
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