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Review The Document and Answer The Following Questions:: IEP Scavenger Hunt Education 2201

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This document provides information and questions to guide a scavenger hunt for understanding key components of an Individualized Education Program (IEP). It defines potential purposes for an IEP conference, domains for documentation of evaluation results, eligibility determination steps, additional assessment requirements for learning disabilities, the age for beginning secondary transition planning, components of a Functional Behavior Assessment, the difference between skill and performance deficits, goal areas to report on, examples of supplementary aids and accommodations, placement considerations that must be documented, and sources cited.

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Review The Document and Answer The Following Questions:: IEP Scavenger Hunt Education 2201

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63 views3 pages
This document provides information and questions to guide a scavenger hunt for understanding key components of an Individualized Education Program (IEP). It defines potential purposes for an IEP conference, domains for documentation of evaluation results, eligibility determination steps, additional assessment requirements for learning disabilities, the age for beginning secondary transition planning, components of a Functional Behavior Assessment, the difference between skill and performance deficits, goal areas to report on, examples of supplementary aids and accommodations, placement considerations that must be documented, and sources cited.

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This document provides information and questions to guide a scavenger hunt for understanding key components of an Individualized Education Program (IEP). It defines potential purposes for an IEP conference, domains for documentation of evaluation results, eligibility determination steps, additional assessment requirements for learning disabilities, the age for beginning secondary transition planning, components of a Functional Behavior Assessment, the difference between skill and performance deficits, goal areas to report on, examples of supplementary aids and accommodations, placement considerations that must be documented, and sources cited.

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63 views3 pages

Review The Document and Answer The Following Questions:: IEP Scavenger Hunt Education 2201

Uploaded by

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This document provides information and questions to guide a scavenger hunt for understanding key components of an Individualized Education Program (IEP). It defines potential purposes for an IEP conference, domains for documentation of evaluation results, eligibility determination steps, additional assessment requirements for learning disabilities, the age for beginning secondary transition planning, components of a Functional Behavior Assessment, the difference between skill and performance deficits, goal areas to report on, examples of supplementary aids and accommodations, placement considerations that must be documented, and sources cited.

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IEP Scavenger Hunt

Education 2201
Review the document and answer the following questions:

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
- They serve vehicles between parents and professionals for collaboration
- One for graduation discussion

Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
- Problem Identification/Statement of Problem
- Problem Analysis/Strengths and Weaknesses
- Plan Development/Intervention
- Plan Evaluation/Educational Progress
What are the four steps to determining eligibility as shown on the IEP form?
- Prereferral
- Referral
- Assessment
- Instructional programing appropriate placement

How is the eligibility process different if the student has a specific learning disability?
- They would need a lot more assessments done. Based upon analysis of
information from academic achievement tests, functional performance, parent input, teacher
recommendations, physical condition, social or cultural background, and adaptive behavior.

At what age does the IEP team need to begin to document plans for secondary transition?
- 14 is the requirements to begin to document plans for secondary transition.

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 Strength: identify the students appropriate behaviors and strengths


- Operational Definition of Target Behavior: Identify the behavior of concern
- Setting: include a description of the setting in which the behavior occurs
- Antecedents: during the observations and gathering data, the documentation
should include events that precipitate the target behavior
-Consequences: during the observations and gathering data, the documentation
should include the specific results of the target behavior

On the Behavior Intervention Plan, what is the difference between a skill deficit and a
performance deficit?

-Skill Deficit: the student does not know how to perform desired behavior
- Performance Deficit: low decoding skills vs. work completion difficulties

On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
-Reporting on goals
- Current Academic Achievement and Functional Performance
- Goals and Objectives/Benchmarks

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


- General education classes and other education related settings

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

- The team must consider and document any potential harmful effect or the
proposed placement on the student or the quality of services he/she needs
- The team must document the reasons why placements considered were
rejected

Work Cited
Illinois State Board of Education. (2015): n. pag. Print.
Illinois State Board of Education. (2015): n. pag. Print.

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