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IEP Review Checklist Print this page Present Level of Performance Is there sufficient information on what the child is doing now? ____ strengths ____ needs related to the child's disability ____ parent concerns How does the child's disability affect progress in the general curriculum? Does the PLOP establish a baseline of information about the child? ____ measurable - means observable (you can see it, hear it, count it) ____ functional - means useful in the child's daily environment ____ identifies any special factors ____ describes both academic and non-academic areas ____ includes results of most recent evaluation or re-evaluation (e.g. formal and informal educational performance data, state and/or district assessments) Annual Goal What can the child accomplish in 12 months? ____ related to the disability ____ related to the Wisconsin academic standards/general curriculum ____ functional ____ measurable Is the goal stated in the following terms: The child - will do what - to what level/degree? Does the goal apply to a variety of situations and activities? Can you describe the behavior the child will be doing when the goal is reached? Short Term Objectives/Benchmarks What will the child need to do to achieve each annual goal? ____ at least 2 per each goal ____ a precursor step or building block skill ____ measurable Do the short-term objectives define the intermediate steps to a goal? The child - will do what - to what level/degree- under what conditions? Do the benchmarks identify major milestones in achieving a goal? The child - will do what - to what level/degree - by when? ________________________ More IEP Checklists Our thanks to the staff of Cooperative Educational Service Agency #7 (CESA) for permission to use this document. This district won the Wrightslaw "Best School Sites Contest." http://www.cesa7.k12.wi.us/sped/issues-IEPissues/writingiep/reviewchecklist.html     Copyright © 1998-2022, Peter W. D. Wright and Pamela Darr Wright. All rights reserved. Contact Us