Rachael Ingalsbe

Fernando Rea
Natalie Verr
IEP Scavenger Hunt
Education 2201

1. Five purposes of the IEP are to ensure child has access to general education curriculum,
establish measurable annual goals for child with a disability, provide a written commitment of
services to be offered to the child, help the student to perform at an average or have test score
that reach average, and help the student achieve their goals in learning.
2. Four different domains that may be included for the Documentation of Evaluation Results is,
the student's Academic Achievements, Cognitive Functioning, Motor Abilities, and
Communicative Status.
3. The four steps to determining eligibility for an IEP are Disability, Adverse Effects, Educational
Needs, and Eligibility.
4. The eligibility process is different for students with a Specific Learning Disability is that there
are two steps. The first step is Disability Adversely Affecting Educational Performance, which is
determined by if the student answers yes to questions in the Determining Factor, Exclusionary
Criteria and Inclusionary Criteria, and indicate which subject the student struggles with. The
second step is, Special Education and Related Services which the team members state if the
student needs specialized instructions or reduced discrepancy.
5. At what age does the IEP team need to begin to document plans for secondary transition?
The IEP team needs to begin to document plans by the age of 16 (Gargiulo, 2015).
6. A Functional Behavior Assessment (FBA) is typically only required when students have
significant behavioral needs that require supports beyond typical classroom management or
supportive structures. Describe at least five components of the FBA.
7. On the Behavior Intervention Plan, the difference between a skill deficit and a performance
deficit is a skill deficit means that the student does not know how to perform the desired
behavior while a performance deficit is when a student may have the skills need to perform the
appropriate behavior but either chooses not to or cannot perform the behavior (Center for
effective collaboration and practice).

8. On the reporting for goals and objectives, the team must indicate the goal area. What are the
three potential goal areas?
The three potential goal areas are either academic goals, functional goals, or a goal related to
the students transitional needs.
9. What are some examples of supplementary aids, accommodations and modifications?
Some examples of supplementary aids include shortened assignments in specific classes, and
preferential seating. For accommodations, an example would be allowing a student who have
trouble writing to give his answers orally along with allowing the student to tape record lectures.
Finally, a modification would be making an assignment easier so that the student is not doing
the same level of work as other students.
10. When the team considers placement options for the student, what must they consider and
document?
The team must consider the least restrictive environment requirements first. An explanation
should be provided whenever a child will not participate and be removed from general
education. They should also consider nonacademic or extracurricular activities, and provide an
explanation whenever a child will not be provided an opportunity to participate in them. Another
consideration is home school. These teams should also document the reasons why the
placements considered were rejected along with any potential harmful effect of the proposed
placement on the student, and the quality of services he or she needs. Documentation should
also include a review of all relevant information in the childs file, including their IEP. Those are
just a few things teams often document in regards to placement options.