Understanding the IEP Process

The video tutorial explains the Individualized Education Program (IEP), a document outlining a child's learning needs, services provided by the school, and progress measurement. It details the roles required at an IEP meeting, the components of an IEP, including present levels of performance, parent input, and annual goals. The video also covers accommodations, modifications, and the importance of a transition plan for students turning 15. It emphasizes the need for parental involvement and offers additional resources for understanding the principles of IDEA.

What must be determined before an IEP can be written for a child?

• The child's extracurricular activities

• The child's future career goals

• The child's eligibility for special education

• The child's favorite subjects

Who is NOT required by law to attend an IEP meeting?

• A parent or guardian

• A general education teacher

• A school principal

• A district representative

What role can a special education teacher play in an IEP meeting?

• As a data interpreter and special education provider

• As a general education teacher

• As a parent representative

• Only as a data interpreter

What is a PLEP in the context of an IEP?

• A plan for extracurricular activities

• A list of the child's favorite teachers

• A summary of the child's future goals

• A statement of the child's current academic and functional performance

What should parents provide during the IEP process?

• A list of the child's favorite foods

• Insights about the child's academic and non-academic strengths

• A detailed report of the child's daily routine

• A summary of the child's past vacations

What type of goals should be included in an IEP?

• Unrealistic and challenging goals

• Goals that are only academic

• Goals based on the child's hobbies

• Realistic, achievable, and measurable goals

What does FAPE stand for?

• Future Academic Planning and Education

• Free Appropriate Public Education

• Family and Parent Education

• Federal Assistance for Public Education

What is the difference between accommodations and modifications in an IEP?

• There is no difference between accommodations and modifications

• Accommodations help the student learn the same curriculum, modifications change it

• Modifications help the student learn the same curriculum, accommodations change it

• Accommodations change the curriculum, modifications do not

At what age must a transition plan be included in an IEP?

• 10

• 18

• 12

• 15

What is the purpose of the annual IEP review?

• To change the child's school

• To plan the child's summer activities

• To review progress and modify the plan as needed

• To introduce new teachers to the child