IEPs

Imagine you are developing an Individualized Education Program (IEP) for Benjamin. What key components should you include in Benjamin's IEP?

• Present levels of performance, annual goals, special education and related services, accommodations and modifications, participation in state and district-wide assessments, transition planning, and measurement of progress

• Library resources, extracurricular activities, school field trip opportunities

• Physical education requirements, cafeteria menu options, school bus schedules

• Student attendance records, teacher evaluations, school policies, parent involvement

Answer explanation

The key components of an IEP include present levels of performance, annual goals, special education and related services, accommodations and modifications, participation in state and district-wide assessments, transition planning, and measurement of progress.

How are IEP goals for students like Evelyn, Aiden, and Nora determined?

• By flipping a coin

• By choosing random numbers

• By asking a magic eight ball

• Collaboratively, based on individual needs, strengths, and areas for improvement identified through assessments and observations.

Answer explanation

IEP goals are determined collaboratively, based on individual needs, strengths, and areas for improvement identified through assessments and observations.

At Benjamin's IEP meeting, who is expected to be in attendance?

• Pets

• Community members

• Parents or guardians, teachers, school administrators, special education teachers, and any other relevant professionals

• Students only

Answer explanation

An IEP meeting typically involves parents or guardians, teachers, school administrators, special education teachers, and any other relevant professionals, not pets, community members, or students only.

During a parent-teacher conference, Mrs. Thompson discusses potential accommodations for Anika's IEP. What are some common accommodations that might be included?

• Extra recess time

• Unlimited candy breaks

• Homework-free weekends

• Extended time for tests, preferential seating, modified assignments, assistive technology, frequent breaks

Answer explanation

Common accommodations in an IEP include extended time for tests, preferential seating, modified assignments, assistive technology, and frequent breaks.

How is the progress of Liam's IEP evaluated?

• By solely relying on teacher observations without parent involvement

• Through regular meetings involving Liam, his parents, teachers, and professionals to assess performance, set goals, and review strategies.

• Through self-assessment by Liam without external input

• By conducting a single assessment at the beginning of the school year

Answer explanation

The progress of an IEP is evaluated through regular meetings involving the student, parents, teachers, and professionals to assess performance, set goals, and review strategies.

What are the legal requirements for developing an IEP for students like Daniel, Oliver, and Mason?

• Conduct assessment, involve students, set goals, provide services, review and update regularly

• Conduct testing, involve community members, set objectives, provide accommodations, review and update monthly

• Conduct evaluation, involve parents, set goals, provide services, review and update regularly

• Conduct evaluation, involve teachers, set goals, provide resources, review and update annually

Answer explanation

Legal requirements for developing an IEP include conducting evaluation, involving parents, setting goals, providing services, and reviewing and updating regularly.

What is the purpose of the Present Levels of Performance section in Mason's IEP?

• To provide a summary of Mason's medical history

• To outline the school's budget for the upcoming year

• To list Mason's extracurricular activities

• To provide a baseline for setting goals and determining appropriate services and accommodations for Mason.

Answer explanation

The purpose of the Present Levels of Performance section in an IEP is to provide a baseline for setting goals and determining appropriate services and accommodations.

Imagine you are part of the IEP team for Mia, a student at your school. How often should the team meet to review and update Mia's IEP to ensure it meets her educational needs?

• Every 5 years

• Only when requested by the school

• Once every 6 months

• At least once a year

Answer explanation

IEP meetings should be held at least once a year to review the student's progress and update the Individualized Education Program.

In Mia's IEP, what is the difference between modifications and accommodations?

• Modifications and accommodations are the same thing.

• Modifications change how it is achieved, accommodations change what is expected.

• Modifications change what is expected, accommodations change how it is achieved.

• Modifications only apply to physical changes, accommodations only apply to academic changes.

Answer explanation

Modifications change what is expected, accommodations change how it is achieved. This highlights the correct choice.

What happens if a school does not follow the legal requirements for Elijah's IEP?

• Increased funding from the government

• Legal consequences, complaints from parents, and lack of appropriate support for Elijah.

• Enhanced teacher training

• Improved student performance

Answer explanation

Not following legal requirements for an IEP can lead to legal consequences, complaints from parents, and lack of appropriate support for the student.