Future Reflections Jan/ Feb/March 1985, Vol. 4 No. 1
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Prepared by: Nebraska Advocacy Services
This checklist contains both the legal requirements that define the IEP process and some common sense issues that parents may wish to
consider during the IEP preparation and meetings. Legal requirements are marked by an asterisk * . Schools must meet those requirements, or be in violation of federal (P.L. 94-142) and state law.
I. IEP Preparation
*1.____The parent has reviewed the student's complete education file contained in school records (such as grades or report cards, teacher notes, classroom papers, discipline reports, progress reports, correspondence), and has noted questions about any of the information in the records.
2.____ The parent has reviewed current evaluations, and requested new evaluations in any areas where more current information is needed.
3.____The parent has asked the school what information from evaluations will be presented at the IEP, and has reviewed copies of that information.
*4.___ The parent has requested or obtained an independent educational evaluation when the school's evaluations are inadequate or inappropriate.
5.____ The parent has spoken with the teacher regarding the student's educational progress in the classroom and the related services the child needs.
6.____ The parent has observed the student and teacher working together in the classroom.
7.____ The parent has spoken with the student about the child's perception of his or her schoolwork.
8.____ The parent has considered the appropriateness of the student's current program and what the child should learn during the next IEP period.
9.____ The parent has considered all the related services the student needs to benefit from special education.
10.___ The parent has written sample goals and objectives that the student should achieve during the next IEP period.
11.___ The parent has investigated educational alternatives and additional services that may be available in the community.
12.___ The parent has reviewed all relevant education regulations and policies, and understands who has the responsibility for providing educational programs and services.
13.___ The parent has organized all of the documents he or she would like the IEP team to consider, and has made notes of all the points that should be discussed during the IEP meeting.
14.___ If necessary, the parent has contacted an advocate for assistance, information, and
II. IEP Meeting
*15.___ IEP meeting is held and the IEP developed within 30 days of the initial determination
that the student needs special education and related services.
*16.___ IEP meeting is initiated yearly by the school (every three months for children 1-2 years
old and every six months for children 3-4 years old) or held more often at the request of
the parents or school employees.
*17.___ IEP reviewed at least once a year (more often for pre-school children.)
*18.___ Parents are notified of the meeting in sufficient time to arrange attendance.
*19.___ Written notice of the meeting includes:
___purpose of the meeting.
___ time of the meeting.
___ location of the meeting.
___ participants in the meeting.
___parent's rights to bring other people to the meeting.
___a representative of the school qualified to provide or supervise provision of
___child's classroom teacher.
___one or both parents (parents, guardians, or surrogate parents).
___the child, where appropriate.
___for the very first IEP, a member of the multidisciplinary evaluation team.
___others at the parents' or schools' discretion.
21.___ Parents invite, or request that the school invite, all people who have important information about the child's education.
*22.___ Interpreter services are provided, if necessary.
23.___ Discussion includes all members of the IEP team.
*24.___ IEP is in effect at the beginning of the school year.
*25.___ Parents receive a copy of the IEP on request.
III. IEP Contents
*26.___ IEP is developed at the meeting by the IEP team participants.
*27.___ IEP is developed before any placement decisions are made.
*28.___ IEP content covers all areas where the student needs specially designed instruction, including instruction in communication, academics, self-help, socialization, behavior, perceptual-motor skills and gross-motor skills.
29.___ IEP is understandable and written in language comprehensible to both parents and professionals.
30.___ IEP will lead the student to attain new knowledge and/or skills, and is not a repetition of subjects already mastered by the student.
31.___ IEP is based on the student's age and amount of time left in school, and will lead to acquisition of meaningful skills and knowledge needed to live as independently as possible.
32.___ The IEP includes discussion of the written discussions in all eight of the following categories:
33.___ The student's present level of educational performance in each area where the student needs or is receiving specially-designed instruction, including physical education.
34.___ Annual goals, based on the current level of educational performance, that state what the student will learn in all areas where the student needs specially-designed instruction.
35.___ Short-term instructional objectives, which are measurable steps developed for each goal, that will lead to the achievement of the goal. Each objective should say what the student will do, under what conditions, and to what criteria.
36.___ All related services that the student needs to benefit from special education (including transportation) based on what the student needs, not on what is available within the school system.
37.___ The beginning date and duration of all specially-designed instruction and related services, and the frequency and amount of time spent on each related service.
38.___ The extent of participation in education or school activities with non- handicapped students. For students who cannot participate in education or activities with non-handicapped students, the written justification by the team explaining why the student cannot participate.
39.___ The evaluation method the school will use to determine whether the goals and objectives are being achieved.
40.___ The school people responsible for implementing each area of the IE P.
IV. IEP Implementation
*41.___ The IEP is implemented as soon as possible following the IEP meeting.
*42.___ The student's placement is based on the requirements in the IEP.
*43.___ The student's placement is as close to home as possible, preferably in the school the student would be attending if not handicapped.
44.___ The parent has periodically reviewed the information generated by the evaluation method specified by the IEP.
45.___ The IEP is reviewed and revised as often as needed, particularly if the student attains the goals and objectives, the goals need to be modified because of new or additional information about the student's capabilities, or the IEP is not leading to attainment of meaningful knowledge and skills.
*46.___ The parent is informed of the option to file a complaint if any portion of the IEP is not implemented.
*47.___ The parent is informed of the option to request a due process hearing if unsatisfied with the appropriateness of the educational program specified in the IEP.
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