Luke Tamm

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.
Five different potential purposes for an IEP conference include: Reevaluation, Initial IEP
review of Existing Data, Secondary Transition, Manifestation Determination, etc. I found this
information under the forms page under the heading Purpose of Conference.
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
The Four different domains that may be included for the Documentation of Evaluation
include: Academic Achievement, Functional Performance, Cognitive Functioning,
Communicative Status, Health, etc. I found this information under the Documentation of
Evaluation Results on page 6 of the Instructions page.
3. What are the four steps to determining eligibility as shown on the IEP form?
The four steps to determining eligibility as shown on the IEP form include:
Disability, Adverse Effects, Educational Needs, and Eligibility. I found this
information on the IEP Instructions page 9.
If no disability is found, the student is not eligible for special education services.
The team should document that no disability was identified, and write not
eligible in the disability section of the Conference Summary Report. If the
disability doesnt have an adverse effect on the students educational performance,
he/she is not eligible for special education services. If the disability can be
accommodated in the general education classroom, the team should document that
the disability doesnt require special education. Its important for the team to
identify whether or not the student is entitled to a special education and related
services.
4. How is the eligibility process different if the student has a specific learning disability?
I found this information on pg. 14 of the IEP Instructions page. The eligibility process is
more specific and evidence must be provided. A specific learning disability refers to a
disorder in one or more of the basic psychological processes involved in understanding or
in using language, spoken or written,
5. At what age does the IEP team need to begin to document plans for secondary transition?
The IEP must address transition services for the IEP that will be in effect when the
student is 14 . I found this information on pg. 18 on the Instructions page.

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 Functional Behavioral Assessment must include data that is collected through
direct observation of the target behavior. Five components of the FBA include:
Student Strengths, Operational Definition of Target Behavior, Setting,
Antecedents, Consequences, etc. I found this information on the IEP forms page
11 under Target Behavior as well as information from the IEP Instructions page
20.
Its important to identify the students appropriate behaviors and strengths. The target
behavior should be defined in measurable terms. The definition should include the frequency,
duration, and intensity of the behavior. During observations and gathering of data, the
documentation should include specific results of the target behavior. The documentation should
also include the events that precipitate the target behavior. In summation, its vital for the team
to include the setting in which the behavior occurred.
7. On the Behavior Intervention Plan, what is the difference between a skill deficit and a
performance deficit?
The difference between a skill deficit and a performance deficit is that a skill deficit is means
that the student does not know how to perform the desired behavior whereas a performance
deficit is where the student know how to perform the desired behavior, but does not consistently
do so. I found this information on the IEP forms page 12. Under Target Behavior.
8. On the reporting for goals and objectives, the team must indicate the goal area. What are
the three potential goal areas?
The three goal areas indicated are: Academic, Functional, and Transitional. I
found this information on the IEP forms page 14.
9. What are some examples of supplementary aids, accommodations and modifications?
Supplementary aids, accommodations and modifications must be based upon
peer-review research to the extent practicable. Ex. Moving from class to class,
environmental accommodations, and accommodations for daily work.
Some supplementary aides include: Providing preferential seating, altering
physical arrangement of classroom, reducing distractions, providing books on
tape, providing study sheets, adapting writing utensils, modifying equipment,
varying content of lesson, etc. Supplementary aids should apply to non- academic
and extra-curricular activities. They should be based on individual needs of the
student. I found this information on the IEP forms page 15, 23.
10. When the team considers placement options for the student, what must they consider and
document?
When determining the placement the team must consider, any potentially harmful effect
either on the student or the quality of services that he/she needs. I found this information on the
IEP Forms page 19.