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OSCAR QUILES

IEP Scavenger Hunt


Education 2201
Review the document and answer the following questions:
1. List at least five different potential purposes for an IEP conference.
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
Identify the students post-secondary goals
Identify any supports and/or services needed in the areas of instruction, related
services, community experiences, the development of employment and other
postschool adult living objectives, and, if appropriate acquisition of daily living
skills and provision of a functional vocational evaluation.
Slide 3/51 (Developing Meaningful IEPs) and pg 18/33 (IEP Instructions)
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
Hearing/Vision
Academic Achievement
Cognitive Functioning
Motor Abilities
Pg 6/33 (IEP Instructions)
3. What are the four steps to determining eligibility as shown on the IEP form?
The evaluators must determine that the disability is not the result of inadequate
reading/math instruction or limited english proficiency
Step 1: Disability. If no disability is found, the student is not eligible for special
education services. In such a case, the team should document that no disability
was identified and write not eligible in the disability section of the Conference
Summary Report.
Step 2: Adverse Effects. For each disability identified, describe how the disability
adversely effects the students educational performance. If the disability does
have an adverse effect on the students educational performance, complete the
next step.
Step 3: Educational Needs. After identifying a disability and documenting the
adverse effects on the students educational performance, state the extent the
student requires special education and related services to address the educational
needs. If the disability(s) requires special education and related services, complete
the next step.
Step 4: Eligibility. Identify whether or not the student is entitled to special
education and related services.
Pg 8/9 (IEP Instructions)

4. How is the eligibility process different if the student has a specific learning disability?
It is different because there is now an Exclusionary Criteria Step: Check the
yes/no boxes to indicate if the team has determined that the students instructional
need is the primarily the result of a) a visual, hearing or motor disability, b)
intellectual disability, c) emotional disability, d) cultural factors, or e)
environmental or economic disadvantage. Attach evidence to support the teams
decision. If the information is already addressed in another area, the team
may indicate such. Also if student not eligible under IDEA he/she may be eligible
for a 504 plan. The team may choose to convene a 504 meeting to address 504
options
Pg 13-15 (IEP Instructions)
5. At what age does the IEP team need to begin to document plans for secondary transition?
Age 14 (Textbook/Katerina)
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.
Student Strengths: Identify the students appropriate behaviors and strengths
Setting: Include a description of the setting in which the behavior occurs.
Consequences: During the observations and gathering of data, the documentation
should include the specific results of the target behavior.
Antecedents: During the observations and gathering of data, the documentation
should include the events that precipitate the target behavior.
Environmental Variables: Describe any environmental variables that may affect
the behavior (e.g. medication, weather, diet, sleep, social factors).
Pg 20/33 (IEP Instructions)
7. On the Behavior Intervention Plan, what is the difference between a skill deficit and a
performance deficit?
A skill deficit means that the student does not know how to perform the desired
behavior. If the student does not know how to perform the expected behavior, the
intervention plan should include instruction to teach the needed skills. Sometimes,
it may require teaching both behavioral and cognitive skills and may call for a
task analysis to be conducted (i.e., break down the skill into its component parts).
Sometimes a student knows the skills necessary to perform the behavior, but
does not consistently use them. In that case, the intervention plan should include
techniques, strategies, and supports designed to increase the students use of the
behavior.
Pg 21/33 (IEP Instructions)
8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
The goal is an academic or functional goal and/or a goal related to the students
transition needs

Pg 24/33 (IEP Instructions)

9. What are some examples of supplementary aids, accommodations and modifications?


Any supplementary aids should be based on the individual needs of the student
(e.g., shortened assignments in specific classes, preferential seating).
Supplementary aids should also apply to non-academic and extra-curricular
activities.
Pg 25/33 (IEP Instructions)
10. When the team considers placement options for the student, what must they consider and
document?
When determining placement, the team should consider the least restrictive
environment requirements stated on this page. An explanation should be provided
whenever a child will not participate in general education. Removal - Provide an
explanation whenever a removal from general education is required. Activities
Provide an explanation whenever a child will not be provided with an opportunity
to participate in a nonacademic or extracurricular activities due to a disability
Home School Provide an explanation whenever a child will not attend the
school he/she would attend if nondisabled.
When completing this section, the team must the team must document the reasons
why placements considered were rejected. Additionally, the team must consider
and document any potentially harmful effect of the proposed placement on the
student or the quality of services he/she needs. The team must document, but is
not limited to, at least three options considered
Pg 29/33 (IEP Instruction)

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