Tiara Sims

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.
a. Upon completion of an initial education or reevaluation of a student suspected of
having a disability
b. When reviewing the results of an independent or outside evaluation
c. Following the recommended termination of special education for one or more
disabilities
d. When reviewing or revising the IEP including placement
e. To determine if a students behavior was a manifestation of his/her disability
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
a. Academic achievement
b. Functional performance
c. Cognitive functioning
d. Communicative status
3. What are the four steps to determining eligibility as shown on the IEP form?
a. Disability step 1 and step 2
b. Adverse effects
c. Educational needs
d. Eligibility
4. How is the eligibility process different if the student has a specific learning disability?
a. There are different steps for students with a specific learning disability including
1. Determinate factors
2. Exclusionary criteria
3. Inclusionary criteria
4. Optional criteria
5. Eligibility determination
5. At what age does the IEP team need to begin to document plans for secondary transition?
Fourteen and a 1/2
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.
a. Student Strengths is being able to identify the strengths that a student can show
based in behavior.
b. Setting determines a specific area or place that may trigger a students behavior.
c. Antecedents is a way to decide what is leading up to a behavior of a student

d. Consequences are used to decide what will be done after a student displays a
behavior. Can vary depending on the behavior seen.
e. Hypothesis of behavior function is used to help students to come up with a way
to avoid doing tasks that may lead to an unwanted behavior.
7. On the Behavior Intervention Plan, what is the difference between a skill deficit and a
performance deficit?
a. Skill deficit is when a student cannot perform a specific behavior. Planning must
be done to teach the student the required behavior
b. Performance deficit is when a student knows the skills to perform but is not
consistent enough with doing so. In this case strategies should be made to help the
student increase the behavior
8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
a. Academic goal
b. Functional goal
c. Goals related to students transitional needs
9. What are some examples of supplementary aids, accommodations and modifications?
a. Having a child sit a certain seat
b. Shorter assignments
c. Outside of the classroom accommodations as well for non-academic or
extracurricular activities.
10. When the team considers placement options for the student, what must they consider and
document?
a. They must consider whether the child will be in general physical education or
specially designed physical education. They must document the minutes per week
for each related service that will be needed. Also the amount of services will need
to be clear for the parents and IEP members to understand.