IEP Compliance Review Self-Audit Checklist

Self-audit checklist for reviewing an Individualized Education Program (IEP) against IDEA Part B content requirements to identify deficiencies before a state monitoring visit.

Student Record & IEP Document Integrity

• IEP document is current and within the active review period
  Confirm the IEP is the most recent approved version and is not expired.
• Student identifiers and meeting information are complete
  Verify student name, ID, meeting date, eligibility category, and school year are present and consistent across the file.
• Required participants and signatures are documented
  Confirm attendance, excusals if applicable, and parent participation documentation are present.
• Prior written notice and procedural safeguards are on file when required
  Check that procedural documentation is included where applicable and matches the IEP action taken.
• Evaluation and eligibility data supporting the IEP are available
  Confirm the file includes current evaluation data, eligibility determination, and any needed supporting reports.

Present Levels, Needs, and Baseline Data

• Present levels include measurable baseline data
  Verify baseline performance is stated in observable terms with data points, not general statements.
• Academic and functional needs are clearly described
  Confirm the IEP identifies the student's primary needs and how they affect involvement and progress in the general education curriculum.
• Strengths and parental concerns are documented
  Check that strengths, parent input, and any relevant concerns are reflected in the present levels section.
• Impact statement explains how disability affects progress
  Verify the impact statement connects the disability-related needs to educational performance and access.
• Annual goals are aligned to identified needs
  Confirm each goal is traceable to a documented need or baseline deficit in present levels.

Annual Goals, Benchmarks, and Progress Monitoring

• Annual goals are measurable and include clear criteria
  Verify each goal states the skill, condition, criterion, and timeframe in measurable language.
• Goals address all identified areas of need
  Confirm there are no missing goal areas for documented academic, functional, behavioral, communication, or transition needs.
• Progress monitoring method and frequency are specified
  Check that the IEP identifies how progress will be measured and how often progress reports will be sent.
• Progress reports are aligned to the goal criteria
  Verify reporting language matches the goal metric and provides usable data for parent communication.
• Short-term objectives or benchmarks are included when required
  Confirm benchmarks or objectives are present where the student’s program requires them.

Special Education, Related Services, and Supports

• Special education services are clearly described
  Verify service type, frequency, duration, location, and provider setting are documented.
• Related services are included when needed
  Confirm speech, OT, PT, counseling, transportation, or other related services are listed when required by the student.
• Supplementary aids and services are documented
  Check that accommodations, supports, and aids needed for access and participation are included.
• Program modifications and supports for school personnel are specified
  Verify staff supports, training, or instructional modifications are identified when needed for implementation.
• Service delivery totals are internally consistent
  Confirm the total minutes, frequency, and placement details do not conflict across the IEP sections.

Placement, Least Restrictive Environment, and Participation

• Least restrictive environment justification is documented
  Confirm the IEP explains why the selected placement is appropriate and why removal from general education is limited to what is necessary.
• Participation with nondisabled peers is addressed
  Verify the IEP states the extent of participation in general education, extracurricular, and nonacademic activities.
• Placement decision is consistent with the IEP team discussion
  Check that the selected placement matches the documented team rationale and service needs.
• Transportation needs are addressed when applicable
  Confirm transportation is included as a related service or support when required for access to the program.
• Assistive technology needs are considered and documented when applicable
  Verify the IEP addresses assistive technology devices or services if needed for access, communication, or progress.

Transition Planning, Behavior, and Compliance Follow-Up

• Transition services are included when required
  For students of transition age, verify measurable postsecondary goals and transition services are documented.
• Behavior intervention supports are documented when behavior affects learning
  Confirm the IEP includes behavior supports, a BIP, or other interventions when behavior impedes progress.
• Extended school year eligibility is addressed when applicable
  Verify the IEP team considered and documented ESY eligibility when required by student need.
• Corrective actions are assigned for any deficiencies found
  Document each non-conformance, owner, due date, and follow-up verification step.