We have created a checklist to help you evaluate whether your reports are useful and legally defensible. Our checklist reflects the key recommendations and guidelines from Chapters 1 through 5. We have divided it into the following sections: Evaluation Planning, Report Sections, Writing Strategies, and Useful and Legally Defensible.

AREA			CONCEPT
Evaluation Planning			I consulted with the referring party (parents and teachers) to identify areas of concern and clarify the referral questions.
			From the concerns, I identified clear evaluation questions.
			I collaborated with the referring party (parents and teachers) to create the Assessment Plan, choosing tools that gather data that will directly answer the evaluation questions.
			I chose a variety of evaluation tools and procedures (i.e., RIOT & Rule of Two).
			I chose evaluation tools that provided relevant data that will help parents and teachers who work with the student.
			I chose evaluation tools that collected functional data grounded in real life.
			The tools and procedures I used were reliable and valid.
			The tools I used were not racially or culturally biased and were chosen to yield accurate information about the child, given his or her language, culture, and limitations in sensory, motor, and speaking skills.
Report	Reason for Referral		I clearly communicated the rationale for the evaluation, including concerns, the recent history of the problem, and symptoms or behaviors that led to the referral.
			I clearly stated what areas or domains are to be assessed.
			I clearly stated what disabilities are suspected.
Report	Evaluation Questions		My evaluation included current levels of functioning questions.
			My evaluation included disability or diagnostic questions.
			My evaluation included “What do we need to do differently?” questions.
Report	Background History		The background information provided sufficient information about children to situate them in a developmental, social, and educational context.
			The background information included factors that might play a role in explaining the concerns raised by the referring party.
Report	Evaluation Results		I interpreted assessment data from multiple sources in the context of the referral questions.
			When presenting evaluation results, I used themes as headings or thematic statements to answer each evaluation question.
			The interpretation and integration of assessment data was not left to the Conclusion or Summary section, but rather, was ongoing and explicit.
			I clearly included information on the student’s strengths as well as needs.
			I clearly answered the referral questions.
Report	Recommendations		My recommendations are directly tied to the assessment results.
			My recommendations are student specific rather than generic.
			My recommendations are clearly explained so that a teacher or school team will know how to carry them out.
			My recommendations reflect an understanding of the classroom environment and the curriculum.
Writing Strategies			I removed boilerplate legal language from my report and showed, rather than told, the reader that my evaluation met legal guidelines.
			I reduced the professional jargon in my report or provided clear behavioral examples of technical terms.
			I decreased the length of my report by removing generic statements and cutting excess words.
			I wrote with an active, rather than passive voice, as much as possible.
			I used a report structure (e.g., questions and themes) that integrates data and highlights relevant evaluation findings.
Useful & Legally Defensible Evaluation			There is a logical connection between each aspect of the evaluation, including (a) the reason for referral, (b) evaluation questions, (c) procedures chosen to conduct the evaluation, and (d) the recommendations that follow from the evaluation results.
			I assessed in all areas of suspected disability.
			I assessed in all areas of suspected need.
			My evaluation helps consumers understand the child better, including determining a diagnosis or disability classification.
			My evaluation provides information that helps consumers work more effectively with this child.
			My evaluation provides information that directly leads to interventions and/or accommodations.
			My evaluation included functional information grounded in real-life contexts.
			My evaluation was fair. The tools I used were not racially or culturally biased and were chosen to yield accurate information about the child, given his or her language, culture, and limitations in sensory, motor, and speaking skills.
			I have conducted an evaluation within my scope of practice and experience.
			I support all IEP team members’ active participation by giving copies of my report to the team members prior to the meeting so they could read and process the information prior to making educational decisions about the student.