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.
The potential purposes for an IEP conference are for the review of existing data, initial
evaluation or eligibility, reevaluation, initial IEP, IEP review or revision, secondary transition,
manifestation determination, graduation, or FBA/BIP.
2. Identify at least four different domains that may be included for the Documentation of
Evaluation Results.
Four different domains that may be included for the Documentation of Evaluation results are
academic achievement, functional performance, cognitive functioning, and communicative
status.
3. What are the four steps to determining eligibility as shown on the IEP form?
The four steps to determining eligibility shown on the IEP form are to first determine the
disability, the adverse side effects, educational needs, and lastly determining if the student is
eligible for special education.
4. How is the eligibility process different if the student has a specific learning disability?
If a student has a specific learning disability the process is different because it is more in depth
and detailed information that needs to be filled out. The forms are more specific and ask to
identify the problem, develop a specific plan for the problem, and evaluate the plan. The areas
for completion include determinant factors, exclusionary criteria, and inclusionary criteria. There
are only 2 steps listed instead of 4 after all this information is filled out which are, the specific
disability affecting educational performance and if special education and related services are to
be provided. On step 1 compared to the first eligibility process page, there are specific learning
disabilities listed rather than disabilities from the disability categories.
5. At what age does the IEP team need to begin to document plans for secondary transition?
The document plans for secondary transition should be completed for students 14 and older, or
when it is 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 of an FBA are a description of the students behavioral strengths, setting in
which the behavior occurs, a description of the duration and intensity of targeted behaviors,
antecedents which would be a description of events that preceded the target behavior, and the
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 the student does not know how to perform the desired behavior, and a

performance deficit is when 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?
The three potential goal areas are academic, functional, and transition.
9. What are some examples of supplementary aids, accommodations and modifications?
Some examples are assistive technology devices and services, communication needs, language
needs, or Braille.
10. When the team considers placement options for the student, what must they consider and
document?
They must consider any potentially harmful effect either on the student or the quality of services
they need.