Checklist for Writing Audit-Proof IEPs

First goal is directly related to the reason for the designation. Transition plans/goals are included where appropriate. If the IEP is for a low-incidence category, Medical History is clearly communicated. For Chronic Health or other Physical Disability- it must clearly state the diagnosis and implications of this diagnosis in the school setting. For Autism, we need relevant developmental history as well. For Moderate Intellectual Disability, it must clearly state functional/adaptive skill level. If it has been more than 3 years since an ABAS was completed, this should be updated as part of the assessments for the current IEP. For Intensive Behaviour/Mental Illness, we need a current Conners (within 2 years) and a clear statement of overall current functioning. Medications should be named, and a current dosage stated. Things like sleep and diet that are impactful should also be noted. You may choose to use the Ministry Planning tool for the various categories as an updated view of the students needs. Services are clearly identified in the body of the IEP- who/what/duration this is for both district services (e.g. counseling, OT/PT, SLP, EA time) and outside services (e.g. swim therapy, therapeutic riding, counseling) Assessments have been fully updated. There is evidence that recommendations made in these assessments has been used to guide goal development and to determine adaptations/modifications. IEPs have been clearly updated to show timelines for THIS SCHOOL YEAR and do not contain goals that are entirely the same from the previous school year. Goals are broken down into objectives/steps to reach the goal, they are clearly inclusive of: skill, context and time-frame The Current Level of Performance for this year provides a clear baseline for each objective. Strategies are clearly connected to the objective/goal, and identify WHO is responsible for providing them. Data is measurable and can easily be collected- (e.g. dont just say observation, but clearly state what is being observed, provide a sample of a data collection page). The tool for evaluation has been used in collecting the baseline data to allow for assessing growth down the road. Adaptations and Modifications are clearly stated, and are reflective of recommendations made in psychoeducational assessments and other reports (e.g. SLP, OT/PT, CDBC). For a student with Autism or another Physical/Health concern, adaptations must identify how these needs will be supported. The IEP includes clear evidence that the parent (and student, where appropriate) were consulted about the preparation of the IEP.