Questions for the Collaborative Team To Ask:
Expected Outcomes  
Tools/Methods to be Utilized to Measure Progress  
Assessment of Achievement of Expected Outcomes  
Additional Questions for Administrators
Individualized Educational Plan (IEP) Checklist




Questions for the Collaborative Team To Ask:

Developing the IEP & Assessing the Results of Instruction & Services

Effective assessment, development of IEPs and instructional strategies, and provision of academic and support services to students, requires collaboration between parents and professionals involved with each child.  Thus, each child's collaborative team must include the parent(s), students, when appropriate, general and special education teacher(s), and related and support services provider(s).  Students age 14 and older should attend their IEP meeting.  If they cannot or do not wish to attend, their interests and preferences must be presented and documented (the reason why they are not participating should also be documented at the meeting).  Proceeding through the following questions as early as possible in the school year, and as necessary throughout the year, will assist collaborative team members to exchange essential information and expectations, facilitate the development of app-ropriate IEPs and instructional/support strategies, and assess the results of instruction and services.  

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Expected Outcomes

1.    What are the outcomes expected for children at this age/grade/educational level?  Have we considered:

 ___ Academic outcomes ___ Communication outcomes
___  Social/Emotional outcomes  ___ Vocational/Career outcomes
___ Health/Medical outcomes ___ Life-skill outcomes

2.    Are these appropriate outcomes for my child with a disability?1

      _____      Yes
_____      No.      Please explain:


3.    Should any of these outcomes be modified given my child's disability and its impact on performance?

      _____      Yes.      Please explain:
_____      No


 4.   Have we considered all essential information?  Have we:

 _____      As parents and other collaborative team members, completed and discussed the Positive Student Profile?
_____      Reviewed previous and current assessments?
_____      Considered the interests and preferences of the student at age 14 and older?

5.   How should we reflect these outcomes in the goals and objectives on my child's IEP?



6.   Have we assessed our child's learning styles?2  Describe and/or attach.



7.   How do our child's learning styles impact on IEP goals and objectives?



8.   Have we considered and discussed what has or hasn't worked in the past at:

      _____      School            _____      Home        _____      Other settings

9.   Given our child's learning styles, what modifications are necessary to achieve the desired outcomes?[1]

      _____      Modifications to instructional methods
_____      Modifications to curriculum

_____      Modifications/adaptations to learning environment

_____      Modifications to instructional materials

     _____      Assistive technology/specialized equipment

[1]A review of the attached document regarding approaches for students utilizing their learning styles and focusing on multiple intelligences will assist the collaborative team.

10.   What related and support services are necessary to achieve these outcomes?


11.   How will these modifications be made?  What is each collaborative team member's role (including parents)?



12.   How will these related/support services be provided?  What is each collaborative team member's role (including parents)?



13.   What professional development and staff support is necessary to implement these services?           

      _____      Assistance in modification of curriculum
_____      Consultation with other professionals
_____      Modeling of modified instructional strategies
_____      Developing functional curricula
_____      Development of community-based instruction
_____      Conducting functional assessments
_____      Development of in-class supports
_____      Developing Transition goals and objectives within the IEP
      _____      Other.   Describe:

14.   What collaborative planning time is necessary?  Who will be involved?



15.   Who else must we bring into this process to ensure that the necessary professional development, support and collaboration is available and implemented?

      _____      Building principal
_____      Director of Special Services/Special Education
_____      Superintendent
_____      Central District resources.  Specify:
_____      Other professionals in the school  Specify:
_____      Community-based organizations   Specify:

16.   Have we provided a copy of all information used to develop this form and this IEP; this completed form; and the completed IEP, to all collaborative team members?

 _____  Parent(s)  _____  General educators  _____  Special educators

_____   Related services providers     _____ Other support

_____   Other support service providers.

_____   Other relevant professionals.  Specify: _______________  

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Tools/Methods to be Utilized to Measure Progress

The collaborative team works together to develop methods and identify tools that will be used to determine student progress.   A review of the following checklist will be helpful.

Academic Performance

1.    (a) Which of the following will we utilize to determine our child's academic progress?

  Assessment Methods Who Conducts? When?
___ Teacher-developed testing    
___ School/district standardized testing    
___ Homework, classwork, test review    
___ Criterion-referenced district tests    
___ Normed reference tests [2]    
___ Multiple Intelligences assessment    
___ Task analysis    
___ Mastery levels    
___ Portfolio assessments    
___ Evaluations    
___ Parent/home input    
___ Maintenance/review of student progress grid    
___ Areas of growth reflected on Positive Student Profile    
___ Review of IEP Goals/ Objectives Mastery    
___ Situational assessments    
___ Job sampling    
___ Interviews    
___ Other.      Specify:    

      (b) What modifications/accommodations must be provided?


      (c) When will this information be shared and discussed with collaborative team members? 


[2]Examples include language articulation and processing tests.

Social / Emotional Development

2.    (a) Which of the following will we utilize to determine our child's social/emotional development?

_____      Observation of on-task behavior by teacher & team members
_____      Observation of peer and adult/student interactions
_____      Observations of auditory and visual attention spans
_____      Results of group and individual work
_____      Child's own reports on perceived development
_____      Group reports from cooperative work groups
_____      Home/parent input
_____      Areas of growth reflected on Positive Student Profile
_____      Review of mastery of IEP goals and objectives
_____      Observation at job and/or community training sites

      (b) When will this information be shared and discussed with collaborative team members?  

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Assessment of Achievement of Expected Outcomes

The collaborative team periodically reviews each student's progress using the identified tools, and asks the following questions:

1.    Is my child on track (i.e., making acceptable progress) towards achieving the expected outcomes/goals and objectives that we set for him/her?

      _____ Yes
_____ No.      Explain:


2.    Have we considered all relevant areas:

____      Academic ____      Communication
____      Social/emotional ____      Vocational/career
____      Health/medical ____      Life-skills

3.    Are the special education instruction and services that are being provided appropriate? 

      _____ Yes
_____ No.      Explain:


4.    Given our child's progress or lack of progress, do we need to modify his/her goals and objectives, or the instruction and services we are providing?

      _____ No
_____ Yes.

      If yes, what modifications need to be made?  Examples:

      _____      Class size reduction
_____      Additional services.   Specify:
_____      Revision of goals and/or objectives.   Specify:

      _____      Additional adaptations/modifications in learning environments.                        Specify:
_____      Other.   Specify:

 5.   How can we marshal our resources to provide the necessary assistance to our child?

      School resources:


      Peer resources:


      Collaborative team resources:


      Community resources:


      Home/family resources:


6.    How does our child's rate of growth relate to the rate of improvement of other students in:

      _____      Special education class
_____      Age/grade appropriate general education class
_____      School

(i.e., is our child continuing to lag far behind the progress of general education students, or is s/he decreasing the performance gap?)

7.    How has our child performed on the standardized tests or other assessment measures used for all other students?

(a) How does this compare with the performance of other special education students in the same program?

(b) How does this compare with the performance of general education students?

(c) Were the appropriate accommodations provided in the testing process?  Examples:

_____ Extended time _____ Oral answers instead of written answers
_____ Specialized place for testing _____ Use of assistive devices
_____ Questions read aloud _____ Other.  Specify:
_____ Large print

      (d) Did we ensure that the test reflected both grade level performance and growth?[3]

[3]Students who start a school year several years behind their grade level should be given tests that allow them to demonstrate how much progress they have made, i.e., at the beginning of their fourth grade year they were reading at a 1st grade level, now they are reading at a 3rd grade level.

8.    Are other assessments/testing modifications necessary?


9.    At annual, requested, and/or triennial reviews, how does our child's current evaluation compare to the previous evaluation?[4] Is our child making:

  ___ Academic progress? ___ Progress in communication skills?
  ___ Social/emotional progress? ___ Progress in vocational/career skills?
 ___ Health/medical progress? ___ Progress in developing life-skills?

[4]For this to be a useful process, evaluation data must be captured so that it is easy for collaborative team members to understand.   The data must also be available to all team members.

10.   What factors have impacted on growth (positive and negative)?  How can we address this?


11.   Do modifications need to be made in instruction and/or services?

      _____      No
_____      Yes.      Specify:


12.   Can our child be moved to a less restrictive setting?  Can our child benefit from additional supported inclusion, full or part-time?

      _____      No, not at this time.      Explain:
When will we revisit this issue?

      _____      Yes.  If so:
(a) What types of assistance should be provided to our child in making the transition from one educational setting to another that is less restrictive?


(b) What types of assistance should be provided to the general education teacher?

_____      Curriculum modification _____      Team teaching
_____      Consultation time _____      Classroom supports
_____      Modeling of instructional strategies _____      Other.  Specify:

      (c) How can we marshal our resources to appropriately support our child?

      _____      School resources:  

      _____      Collaborative team resources:  

      _____      Community resources:

      _____      Home/family resources:

(d) What can we as parents do at home to help prepare our child and assist him/her to benefit from the change?


(e) What assistance can the professional members of the team provide to us as parents/family to help us support our child?  


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Additional Questions for Administrators   

1.    Did I provide the necessary professional development and support for all staff involved in providing services to this child?

      _____      Yes.      Explain:

      _____      No.      Why?

2.    Did I provide the necessary collaboration/meeting time for all staff involved in providing services to this student?

      _____      Yes.      Specify:

      _____      No.      Why?

3.    What steps must I take now to ensure that the necessary professional development, support and collaboration/meeting time is provided for all staff providing services to this student?  


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An IEP is a written plan developed by the parent(s) and the child study team that explains your child's unique individual needs.  The IEP also describes ways in which the school district must meet those needs.


This checklist has been developed based on the way an IEP is usually organized by the Child Study Team.  Use it to: 1) review your child's last IEP before attending your next IEP meeting, and 2) review his/her new IEP before you sign it.


1.    Was I notified by writing of the IEP meeting or annual review at least 15 days before the meeting? yes____     no____
2.    Is the IEP anniversary date correct? yes____     no____
3     Is the meeting being held in a
language that I understand?
yes____     no____


4.    Did I receive a current copy of the Parental Rights in Special Education booklet at the meeting? yes____     no____
5.    Did I receive a current copy of the New Jersey Administrative Code (N.J.A.C.) 6A:14 at the meeting? yes____     no____
6.    Are my address and telephone number written correctly in the IEP? yes____     no____
7.    Is my child's classification correct? yes____     no____
8.    Does the Statement of Eligibility explain why my child receives special education?  yes____     no____
9.    Is an Extended School Year needed? (IEP should indicate 10 month or 12 month school year) (Refer to question #24) yes____     no____
10.   Do I agree with the program/placement that the Child Study Team (CST) has recommended for my child? yes____     no____
11.   Are related services listed (refer to question #29)? yes____     no____
12.   Is your child being taught in the language he or she best understands?  yes____     no____
13.   Does the IEP contain a section marked "Current Educational Status"?    (Some IEPs will give this a different name, but there should be a section that describes the areas listed below.) yes____     no____
14.   Does the Current Educational Status section describe the way my child is now? yes____     no____
Do the statements in the Current Educational Status section address my child's strengths, interests and needs in the following areas?

Academic Achievement

yes____     no____

Cognitive Functioning

yes____     no____

Personal/Social Development/ Adaptive Behavior

yes____     no____

Physical/Health Status

yes____     no____
15.   Does the IEP include Annual Goals (e.g., what would you like my child to have learned by the end of the year in the areas of academic, social, and emotional growth)? yes____     no____
      NOTE: Statements should be worded in a positive manner.
16.   Does the IEP include Objectives: statements that describe specific measurable steps that will help my child achieve each annual goal? yes____     no____
17.   Does the IEP explain why my child is in the program he or she is in? yes____     no____
18.   Did the CST explain the range of educational placements available to my child? yes____     no____

If so, is the placement in the least restrictive setting in which the services can be given?

yes____     no____

NOTE:  Placements listed below go from the "least restrictive" general education classroom with supports, to "most restrictive" residential placement.

a.      general education classroom with supports _______________
in district _______________
out of district _______________

b.      resource center _______________
names of subjects received in resource center _______________

c.      self-contained classroom _______________
(small class of children usually with the same educational classification, such as NI (neurologically impaired))

d.      special school _______________

e.      residential placement _______________

19.   Is your child on home instruction?

If yes, for how long? __________________________________
When will my child be placed? _____________________________

yes____     no____
20.   Does the IEP state how often my child will participate with children in general education classes? (i.e., reading, music, gym, etc.) yes____     no____
21.   Does the IEP state whether my child is exempt from the school's attendance requirements?   yes____     no____  
22.   Is my child exempt from standardized testing? yes____     no____  
23.   Does the IEP need modifications for my child to take examinations, including standardized tests, such as:  
____ Extra/Unlimited Time  
____ Oral Tests  
____ Fewer Test Questions  
____ In Another Classroom  
____ Other: ____________  
24.   Does the IEP state the length or my child's school day? yes____     no____  
School year? yes____     no____  
Does my child need an Extended School Year? yes____     no____  
Why or why not?  (The standard for getting an extended school year is that it will take your child a long time to relearn what he or she was taught during the previous year.)  
25.   Does the IEP state who is responsible for implementing each service in the IEP? yes____     no____  
26.   Does the IEP include a schedule or other ways to determine if progress is being made and if the goals and objectives are being met? yes____     no____  
____ Progress Notes
____ Parent/Teacher Conference  
____ Report Card
____ Teacher contact in person  
____ Teacher contact by phone  
____ Daily/Weekly Notebook
____ Parent/CST Conference 
____ Other: _______________  
27.   Is my child exempt from local disciplinary policies?  yes____     no____  
Why or why not?   *Request a copy of the school's disciplinary policies.  
Do I have suggestions for alternative disciplinary requirements? (i.e., positive behavioral supports or behavior modification plan, etc.)   yes____     no____  
28.   Does the IEP include specialized equipment of assistive technology devices and services?  
____ Computers 
____ Communication Board  
____ Hearing Aids  
____ Auditory Trainer  
____ Pen Holder  
____ Books in Braille  
____ Reader  
____ Other: _______________  
29.   Does my child need services such as:
OT yes____     no____  
Speech yes____     no____ 
PT   yes____     no____  
Counseling yes____     no____  
Recreational Therapy  yes____     no____  
Nursing Services yes____     no____  
Assistive Technology  yes____     no____  
Adaptive Physical Education   yes____     no____  
Transportation yes____     no____  
Other yes____     no____  
30.   Does the IEP include strategies or ideas for teachers to use to teach my child based on the way my child learns? yes____     no____  
31.   Does the IEP include ways to improve my child's social interaction skills in non-school settings?  yes____     no____  
____ After School Programs
____ Community Outings
____ Day Trips
____ Other: _________________  

Transition Services For Students Age 14 and Above  

32.   Does the IEP include a transition plan that describes what services my child will receive to prepare him/her for adult life? yes____     no____  
NOTE:  Transition plans should be based on your child's interests, preferences and needs.  
33.   The transition plan in the IEP should include services in the following areas:  
____ Instruction
____ Community Experiences
____ Employment
____ College and/or Trade School
____ Independent Living
____ Daily Living Skills
____ Other: ____________________  
If none of these services are listed, does the IEP explain why?  yes____     no____  
34.   Did the CST invite other agencies, such as Division of Developmental Disabilities (DDD) or Division of Vocational Rehabilitative Services (DVRS) to attend and discuss your child's transition plan?  yes____     no____  
NOTE:  These agencies are not always able to attend these meetings.  However, as your child gets older, (before your child graduates), it becomes more important for one of these agency representatives to attend the IEP meeting.  Families should contact their CST case manager to set up an appointment with outside agencies.  

Developed by Nicole Harper, Paula Lieb and Jodi Mogan, Community Education Project, Newark, NJ, 1995.

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