Student-Level Checklist:
Learning Assistance and/or Special Education Services
Yes/No / EVIDENCE OF PROCEDURAL STEP/SERVICE / COMMENTS and/orSUPPORTING EVIDENCE
ASSESSMENT / EVALUATION
Regular classroom progress monitoring
Consultation with Learning Support team or other colleagues
Observations and/or functional assessments
Ongoing cycle of planning/intervention, and assessment of response to intervention (RTI) (For further information, refer to IEP Planning for Students with Special Needs)
REFERRAL PROCESS
Parental consent to or refusal of services
Signed consent to share information
School-based or external diagnostic assessments
Continued ongoing cycle of planning/intervention, and assessment of RTI
PLANNING / IEPs
Review of current assessment results and plan for implementation of interventions and recommendations
Consideration of Form 1701 reporting eligibility as perSpecial Education: A Manual of Policies, Procedures and Guidelines
Documentation of plans:
- IEP for claimed special needs students (funded and unfunded)
- Learning Plan for other students
Clear, specific, measurable, attainable IEP goals that relate to identified need (For further information, refer to IEP Planning for Students with Special Needs,Individual Education Planning for Students with Special Needs: A Resource Guide for Teachers, and Section C of Special Education: A Manual of Policies, Procedures and Guidelines)
Strategies, and assessments to be used
Collaborative implementation planning with IEP team
Continued ongoing cycle of planning/intervention, and assessment of RTI
INSTRUCTION
Differentiation of instruction and Universal Design for Learning (UDL) considerations in daily planning, instruction and assessment (For further information, refer to IEP Planning for Students with Special Needs)
Appropriate individual adaptations in daily planning, instruction and assessment (Refer to A Guide to Adaptations and Modifications)
Learning assistant’s and teacher’s support time
Relevant, appropriate instruction/remediation strategies
Continued ongoing cycle of planning/intervention, and assessment of RTI, and ongoing collaborative planning
RECORD KEEPING
Required, relevant diagnostic assessment information from appropriate professionals as per Special Education: A Manual of Policies, Procedures and Guidelines
Required, relevant program and service documentation from on or off-site professionals as per Special Education: A Manual of Policies, Procedures and Guidelines
Current IEP (updated and signed off at least yearly)
Student reporting aligns with the Student Progress Report Order
School-based team and IEP meeting notes
Signed parental permission to share information
Other requirements as per Special Education: A Manual of Policies, Procedures and Guidelines
COMMUNICATION and COLLABORATION
Regular school-based team meetings
Involvement of external service providers
Parent involvement in the development of student’sIEP or Student Learning Plan
Collaborative planning for implementation with IEP team
REPORTING OUT
Formal written reports address student’s achievement against IEP goals and objectives, and/or acknowledges adaptations or modifications (Refer to A Guide to Adaptations and Modifications)
OTHER
Evidence of Transition Planning for incoming and outgoing funded and unfunded special needs students