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.
Initial IEP, Reevaluation, Graduation, Review of Existing Data, FBA/BIP
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
a. Academic Achievement
b. Functional Performance
c. For ELL students explain ELL Status
d. Hearing/Vision
e. Motor Abilities
3. What are the four steps to determining eligibility as shown on the IEP form
a. Step 1- Disability
i. No Disability Identified
ii. Disability they can check from (Autism, deaf/blindness, emotional
disability..etc.
b. Step 2- Adverse Effect
i. No Adverse Effect Identified
ii. Adverse Effect Identified- describe how the disability adversely affects the
students educational performance
c. Step 3- Educational needs
i. State to what extent the student requires special education and related
services to address educational needs.
d. Step 4- Eligibility
i. No
ii. Yes ( eligible)
4. How is the eligibility process different if the student has a specific learning disability?
It differs because they need an independent or outside evaluation when they think there might be
specific learning disability. They would need a separate evaluation added to there IEP.
5. At what age does the IEP team need to begin to document plans for secondary transition?
14 age
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.
Setting- Is where the behavior is occurring
Consequences the results of the targeting behavior they are gathering
data on.
Environmental Variables- where they what can be effecting the targeting
behavior theyre noticing.
Students Strengths- identify the student behaviors and strengths
Operational Definition of Target Behavior- identify the behavior of
concerns in very detailed manner. It has to be measurable and reachable.

7. 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 the desired behavior
Performance Deficit- The student knows how to perform the desired behavior, but
does not consistently do so.
8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
Academic, Functional, Transition
9. What are some examples of supplementary aids, accommodations and modifications?
Supplementary aids- IPad, 1 on 1
Accommodations-seating arrangements, a quite space,
Modification- shorter assignments, having the test read out loud, no time limit on a test

10. When the team considers placement options for the student, what must they consider and
document?
They must consider any potentially harmful effect on the student or the quality of
services that he/she needs