Student-Level Checklist:
Learning Assistance and/or Special Education Services
Yes/
No
EVIDENCE OF PROCEDURAL
STEP/SERVICE
ASSESSMENT / EVALUATION
Regular classroom progress monitoring
Consultation with Learning Support team or other
colleagues
Observations and/or functional assessments
Ongoing cycle of planning/intervention, and
assessment of response to intervention (RTI) (For
further information, refer to IEP Planning for Students
with Special Needs)
REFERRAL PROCESS
Parental consent to or refusal of services
Signed consent to share information
School-based or external diagnostic assessments
Continued ongoing cycle of planning/intervention, and
assessment of RTI
PLANNING / IEPs
Review of current assessment results and plan for
implementation of interventions and recommendations
Consideration of Form 1701 reporting eligibility as per
Special Education: A Manual of Policies, Procedures
and Guidelines
Documentation of plans:
 IEP for claimed special needs students (funded
and unfunded)
 Learning Plan for other students
(Refer to Guidelines for Completion and Presentation
of Individual Education Plans (IEPs) and Case
Management Plans (CMPs)
Clear, specific, measurable, attainable IEP goals that
relate to identified need (For further information, refer
to IEP Planning for Students with Special Needs,
Individual Education Planning for Students with Special
Needs: A Resource Guide for Teachers, and Section C
of Special Education: A Manual of Policies, Procedures
and Guidelines)
Strategies, and assessments to be used
Collaborative implementation planning with IEP team
Continued ongoing cycle of planning/intervention, and
assessment of RTI
INSTRUCTION
Differentiation of instruction and Universal Design for
Learning (UDL) considerations in daily planning,
instruction and assessment (For further information,
refer to IEP Planning for Students with Special Needs)
Appropriate individual adaptations in daily planning,
instruction and assessment (Refer to A Guide to
Adaptations and Modifications)
Learning assistant’s and teacher’s support time
Relevant, appropriate instruction/remediation
strategies
Continued ongoing cycle of planning/intervention, and
assessment of RTI, and ongoing collaborative planning
COMMENTS and/or
SUPPORTING EVIDENCE
Yes/
No
EVIDENCE OF PROCEDURAL
STEP/SERVICE
RECORD KEEPING
Required, relevant diagnostic assessment information
from appropriate professionals as per Special
Education: A Manual of Policies, Procedures and
Guidelines
Required, relevant program and service documentation
from on or off-site professionals as per Special
Education: A Manual of Policies, Procedures and
Guidelines
Current IEP (updated and signed off at least yearly)
Student reporting aligns with the Student Progress
Report Order
School-based team and IEP meeting notes
Signed parental permission to share information
Other requirements as per Special Education: A
Manual of Policies, Procedures and Guidelines
COMMUNICATION and COLLABORATION
Regular school-based team meetings
Involvement of external service providers
Parent involvement in the development of student’s
IEP or Student Learning Plan
Collaborative planning for implementation with IEP
team
REPORTING OUT
Formal written reports address student’s achievement
against IEP goals and objectives, and/or
acknowledges adaptations or modifications (Refer to A
Guide to Adaptations and Modifications)
OTHER
Evidence of Transition Planning for incoming and
outgoing funded and unfunded special needs students
COMMENTS and/or
SUPPORTING EVIDENCE