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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.
To determine the level at which the student is performing and to set goals to bring
desired level
To determine the special education services that will be needed to achieve goals.
To determine the amount of time the student will be able to participate with
nondisabled peers.
To determine if the child is making progress based on the goals of the IEP or as
changes are needed.
To determine a time frame for the services.
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
Academic Achievement
Functional Performance
Cognitive Functioning
Motor Abilities
Communicative Status
Hearing
Vision
Social Emotional Status/Social Functioning
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 or math instruction or limited English proficiency.
Disability
Adverse Effects
Educational Needs
4. How is the eligibility process different if the student has a specific learning disability?
Problem identification
Plan development
Problem analysis
Plan evaluation
Additional information
5. At what age does the IEP team need to begin to document plans for secondary transition?
Fourteen years old
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.
The students strengths
Targeted areas that need to be addressed

The setting in which the targeted behaviors


The consequences from the behaviors
Certain environmental factors the trigger the behavior
Hypothesis about what causes the behavior
7. On the Behavior Intervention Plan, what is the difference between a skill deficit and a
performance deficit?
If a child has a skill deficit, he does not know how to complete an expected
behavior, but if he/she has a performance deficit, they know how but does not
always apply that skill.
8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
Academic, functional, or transition goals
Annual goals can reflect academic functioning, social behaviors, adaptive
behavior, or life skills
9. What are some examples of supplementary aids, accommodations and modifications?
Large print
Braille
Audio recordings
Notes from class lectures
Sign language
Shortened assignments
Shorten instructions
Lengthened time on tests/quizzes
10. When the team considers placement options for the student, what must they consider and
document?
The least restrictive environment must be considered first
Tell whether student will be removed from regular classroom to receive or
whether services can be performed in the regular classroom
List options considered and why or why not each was considered
Tell if a particular placement was attempted and if it did or did not succeed