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.

Potential purposes can include initial evaluation of a student, a reevaluation, IEP reviews
or revisions, Manifestation determination, and secondary transition.

2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.

Four different domains include academic achievements, functional performance,

cognitive function, and communication status.

3. What are the four steps to determining eligibility as shown on the IEP form?

The four steps are to first determine the disability, then the adverse side effects, third
determine education needs, and lastly determine if the student is eligible for special
education.

4. How is the eligibility process different if the student has a specific learning disability?

The eligibility process is different because it is more in depth and has more detailed
information that needs to be filled out. Forms are more specific and asks to identify the
problem. There are also specific learning disabilities listed rather than the disabilities
from the disability categories.

5. At what age does the IEP team need to begin to document plans for secondary transition?

Secondary transition is documented when a student is 14 ½ or older and when

appropriate for students younger than 14.

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.

Five components would be student’s behavioral strengths, setting in which behavior

happens, description of duration and intensity of behaviors, description of events that lead
to the behavior, and consequences resulting from the 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 can perform a desired behavior.

 A performance deficit is when a student knows how to perform a desired behavior but
chooses not to do so.

8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?

Goal areas include academic, functional, and transition.

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

They can include assistive technology devices, communication needs, and braille.

10. When the team considers placement options for the student, what must they consider and
document?

They must consider any potential harmful effect to the student or the quality of services
they need.