The IEP Checklist quiz | Brookes Publishing Co.
The IEP Checklist quiz
How can you ensure your IEPs are effective and compliant?
Sometimes the end goal of an individualized education program gets muddied in the process of developing the IEP. What does it take to make sure the IEP results in genuine progress for the student with disabilities? And how can you be sure you are complying with all legal requirements?
Test your knowledge with this quiz, adapted from The IEP Checklist: Your Guide to Creating Meaningful and Compliant IEPs by Kathleen G. Winterman, Ed.D., and Clarissa E. Rosas, Ph.D.
See how well you do, and pick up pointers about best practices during the IEP development process.
The IEP Checklist quiz
How did you do?
Question 1
Which of the following is NOT a key focus of the IEP development process?
| A | A. Creating a shared vision for the learner's future through collaborative partnerships |
| B | B. Thoroughly documenting deficiencies |
| C | C. Exploring the student's personal abilities and leadership capacities |
| D | D. Ensuring families have meaningful input and the student has an active role in the process |
| E | E. Generating measurable action plans to support and document learner progress |
B. Thoroughly documenting deficiencies is NOT a critical component of the IEP development process.
Question 2
What percentage of students with disabilities spend 80% or more of their instructional day in general education classrooms?
| A | 12% |
| B | 35% |
| C | 49% |
| D | 63% |
| E | 81% |
While inclusion is gradually becoming a widespread reality in the classroom, 63% of students with disabilities spend 80% or more of their instructional day in general education classrooms.
Question 3
What factors keep the IEP from being a resource that guides team members in how best to work with students with disabilities?
| A | A. General educators do not feel prepared with adequate skills, knowledge, or training to accommodate students with disabilities |
| B | B. The IEP often seems to many members of the IEP team—educators, therapists, administrators, and others—like a document that is difficult to decipher |
| C | C. An IEP is often perceived as just one more thing a teacher has to do or as a parent's chore |
| D | D. All of the above |
| E | E. None of the above |
D. All of the factors come into play in keeping the IEP from being a resource that helps team members work best with the student for optimal outcomes.
Question 4
What legally mandated element of the IEP planning process often gets minimized because of time constraints?
| A | A. Public special education services for children in private school |
| B | B. Collaboration with parents |
| C | C. Access to a free, appropriate public education |
| D | D. Instruction in the least restrictive environment |
| E | E. Disciplinary action for behavior not a result of a disability |
B. Getting active input and perspective from parents often gets minimized in the rush to complete the IEP process.
Question 5
Which of the following is NOT mandated under IDEA 2004?
| A | A. The student's present levels of academic achievement and functional performance |
| B | B. Measurable annual goals |
| C | C. Benchmarks and short-term objectives for students who take alternate assessments |
| D | D. Supports necessary to provide the least restrictive environment |
| E | E. An extended school year |
E. An extended school year is not guaranteed by IDEA 2004.
Question 6
What is PLAAFP?
| A | A: Portfolio of Living Activities Assessed From Play |
| B | B: Parental Learning and Advocacy Foundational Program |
| C | C. Planning Lifelong Adaptive Accommodations for Functional Progress |
| D | D. Present Levels of Academic Achievement and Functional Performance |
| E | E. None of the above |
PLAAFP is the Present Levels of Academic Achievement and Functional Performance section on the IEP.
Question 7
What historically is the most challenging aspect for IEP teams?
| A | A: Writing goals that are both measurable and meaningful |
| B | B. Finding time to meet |
| C | C. Agreeing on roles and responsibilities |
| D | D. Getting parental cooperation |
| E | E. Enlisting administrative support |
A. Writing goals that are both measurable and meaningful
Question 8
Does IDEA 2004 require that IEP teams develop both goals and short-term objectives for all students who have an IEP?
| A | A. Yes. |
| B | B. No. |
No. IDEA 2004 requires short-term objectives only when a child will participate in an alternative assessment when a statewide assessment is deemed inappropriate for a particular child.
Question 9
Are accommodations and modifications the same thing?
| A | A: Yes. |
| B | B. No. |
No, accommodations and modifications are not the same thing.
Question 10
Which elements must IEPs address in transition planning for students leaving high school?
| A | A. Instruction |
| B | B. Related services |
| C | C. Community experiences |
| D | D. Employment and adult living experiences |
| E | E. Acquisition of daily living and functional vocational evaluation |
| F | F. All of the above |
F. All of the above.
IDEA 2004 requires transition services for students with disabilities starting at age 16.