[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-573595-105":53,"doc-detail-573595-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","iep-cheat-sheet-iep-evaluation-and-goals-checklist","IEP Cheat Sheet - IEP Evaluation and Goals Checklist","","IEP cheat sheet outlining a structured set of questions and sections used to document a student’s current performance and individualized needs. It covers evaluation results, academic achievement, daily living independence, intellectual functioning, adaptive behavior, learning style, strengths and preferences, developmental and functional needs, social development, and physical development. It also guides measurable post-secondary goals, SMART measurable annual goals, reporting progress to parents, management resources, and how disabilities affect involvement in the general education curriculum.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/iep-cheat-sheet-iep-evaluation-and-goals-checklist/573595/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/iep-cheat-sheet-iep-evaluation-and-goals-checklist/573595.png","ImageObject",442,249,{"name":88,"@type":89},"Grenda","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-16","2026-10-14",true,{"@type":98,"interactionType":99,"userInteractionCount":9},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What information does the IEP cheat sheet collect under evaluation results and academic achievement?","Question",{"text":108,"@type":109},"It prompts for the most recent individual evaluation results and questions about how the student performs in class, follows instructions, and expresses ideas, alongside academic achievement details.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the document define progress and goal setting for the IEP?",{"text":113,"@type":109},"It includes expected rates of progress questions and requires measurable annual goals that should be SMART and achievable within the school-year timeframe of the IEP.",{"name":115,"@type":106,"acceptedAnswer":116},"What does the cheat sheet ask about transition and post-secondary planning?",{"text":117,"@type":109},"It requests measurable post-secondary goals across education/training, employment, and independent living skills, plus the transition course needs to prepare for those goals.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},573595,1792112388,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":73},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Table of Contents:  \nIEP Cheat Sheet:  \nEvaluation Results:  \n- Results of most recent individual evaluation of students  \nAcademic Achievement:  \nActivities of Daily Living:  \nHow independent is this student?  \n- Does the student transition independently?  \n- Is the student able to handle responsibility?  \n- Is the student able to stay organized & manage time efficiently?  \nLevels of Intellectual Functioning:  \n- How is the student performing in class?  \n- Is the students able to follow instructions?  \n- How are the student’s ideas expressed?  \n- What is the student’s problem solving ability like?  \nAdaptive Behavior  \n- How does this student adapt to his/her surroundings?  \n- How does the student handle transitions & change?  \n- To what extent does the student maintain focus in the classroom?  \n- Is the student able to follow classroom rules & procedures?  \nExpected Rate of Progress in Acquiring Skills and Information  \n- How quickly does this student make progress?  \n- Does the student make a year’s worth of progress during a school year? More or less?  \n- Is the student making progress throughout this school year?  \nLearning style  \n- Is the student a visual, auditory, or kinesthetic learner?  \n- What kind of activities and interventions help this student learn?( Give helpful suggestions so that a teacher who never met this student will have an understanding of what works and what does not work)  \nStudent Strengths  \n- Where does the student excel in the classroom?  \n- What are the student’s areas of strength?  \n- What does the student feel confident doing?  \n- How does this connect to transition goals? Career and College Readiness?  \nPreferences  \n- How does the student prefer to learn?  \n- What subjects does the student enjoy?  \n- What class activities does the student enjoy?  \nInterests:  \n- What does the student enjoy (academic/social interests, hobbies, etc.)  \n- How does this connect to transitional/career goals?  \nAcademic, development &Functional Needs:  \n- What does the student need in order to be successful?  \n- What interventions have worked with this student?  \n- What accommodations & modifications have worked for this student?  \n- What supports or services have been effective?  \nSocial Development  \nThe Degree and Quality of Student’s relationship with peers & Adults, feeling about self & social adjustment to school and & Community Environment:  \n- How does this behave in the classroom?  \n- Does this student make eye contact?  \n- How does the student relate to adults? To Peers?  \n- How does this student handle stress?  \n- How is the student’s etiquette?  \n- How does this student present him / herself?  \nStudent Strengths:  \n- In what ways does this student excel socially?  \n- In what ways does this student show confidence in social situations?  \n- How does this connect to transition/career goals?  \nSocial Development Needs of the Student:  \n- What are some needs of the student socially?  \n- What interventions have worked with this student?  \n- What supports or services have been effective?  \n- Be sure to include input from the student & the parents  \nPhysical Development:  \nThe degree and quality of the students motor sensory development, health, vitality & physical skills or limitations which pertain to the learning process:  \n- How are this student’s motor skills?  \n- What is the quality of the student’s handwriting?  \n- Are they any physical limitations?  \n- Does the student have mobility problems?  \nStudent Strengths:  \n-In what ways does this student excel physically?  \n-Is the student athletic?  \n-Does the student participate on any school or community athletic teams?  \n- How does this connect to transitional / career goals?  \nPhysical Development Needs of the Student:  \n- What are some needs of the student physically?  \n- What interventions have worked with this student?  \n- What supports have been effective?  \nStudent Needs Relating to Special Factors:  \n- Be sure that all questions and sub-questions a","cbCaioa4FR7L8GV6","https://ap.wps.com/l/cbCaioa4FR7L8GV6","pdf",100799,"English","# IEP Cheat Sheet\n## Evaluation Results\n## Academic Achievement\n## Activities of Daily Living\n## Levels of Intellectual Functioning\n## Adaptive Behavior\n## Expected Rate of Progress\n## Learning Style\n## Student Strengths and Preferences\n## Interests\n## Academic, Development & Functional Needs\n## Social Development\n## Physical Development\n## Special Factors\n## Post-Secondary Goals\n## Measurable Annual Goals\n## Reporting Progress to Parents\n## Management Needs\n## Effects on General Education Curriculum","[{\"question\":\"What information does the IEP cheat sheet collect under evaluation results and academic achievement?\",\"answer\":\"It prompts for the most recent individual evaluation results and questions about how the student performs in class, follows instructions, and expresses ideas, alongside academic achievement details.\"},{\"question\":\"How does the document define progress and goal setting for the IEP?\",\"answer\":\"It includes expected rates of progress questions and requires measurable annual goals that should be SMART and achievable within the school-year timeframe of the IEP.\"},{\"question\":\"What does the cheat sheet ask about transition and post-secondary planning?\",\"answer\":\"It requests measurable post-secondary goals across education/training, employment, and independent living skills, plus the transition course needs to prepare for those goals.\"}]","IEP Cheat Sheet - IEP Evaluation and Goals Checklist | PDF",1791943258]