Checklist for Effective IEPs

IEP forms vary from district to district. All IEPs include the underlined headings with some changes in words. You may find transition services, for example, included in the Present Level of Performance or in some other section of the IEP form. The important thing to remember is that each of the areas below are important parts of the IEP and that the focus is on results or outcomes for your child. The document is to be a dynamic plan that guides the team continually throughout the year and may be changed when the need is identified. New items due to the IDEA '97 Amendments are indicated with an *. Hyperlinks will take you to the part of IDEA '97 that deals with each topic. Use your browser BACK button to return to this page.

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1) IEP team members:

2) Does Present Level of Performance -- (what student can do now)

3) Transition issues must be included in the IEP, as appropriate --
(issues related to becoming an adult)

4) Annual Goals and Short-term Objectives/Benchmarks --
(what you want student to be able to do by the end of the next year and how he/she will get there)

5) Instruction and Adaptations --
(how student's IEP will be carried out and any changes to the regular class routine that he/she needs) NOTE: #6 Related Services, Supplementary Aids and Supports are worked out with #5.

6) Related Services, Supplementary Aids, and Supports --
(extra help and/or therapies student needs)
NOTE: # 5 Instruction and Adaptations and #6 are worked out together.

7) Placement -- (where student spends his/her day - decided only after completing the above steps)

* New components due to the 1997 Amendments