Chapter 10: The Individualized Education Program
Test Questions
True or False
1. IDEA 2004 requires that when a student moves from one school district to another, the
child’s former IEP should be implemented until the new district evaluates the child and
creates a new IEP.
2. When writing the IEP and determining special education and related services, the IEP team
may consider the student’s needs with regard to the availability of services.
3. An individual who can interpret the instructional implications of evaluation results is no
longer a required participant on the IEP team.
4. A student’s parents must be informed of their child’s progress toward his or her IEP goals at
least every six weeks.
5. An IEP meeting can be held without a student’s parents in attendance if the school is unable
to convince them that they should attend.
6. A completed IEP can be presented to a student’s parents at the initial IEP meeting.
7. If a teacher is not implementing an IEP as required, the school must take steps to correct the
situation.
8. Procedural violations in an IEP will automatically invalidate the IEP.
9. If the IEP team fails to change instructional procedures when progress-monitoring data
indicate that a student is failing to progress could lead to a ruling that a school had denied the
student a FAPE.
10. All components of a student’s educational program. Even if they are not part of his or her
special education and related services, should be included in the IEP.
Multiple Choice
1. Which of the following persons is not required to be in attendance at the IEP meeting?
a. The parents or guardians of the child
b. The child’s special education teacher
c. The child’s general education teacher
d. A representative of the LEA
e. The child
f. All of the above are required.
2. Which of the following is not required by IDEA to ensure that parents are present at an IEP
meeting?
a. Parents must be given sufficient notice of the IEP meeting.
b. Parents must be notified at least 2 weeks in advance of the IEP meeting.
c. School personnel must work with parents to hold the meeting at a mutually
agreeable time and place.
d. All are required.
3. Annual Goals in the IEP must
a. be measurable by standardized achievement tests.
b. include benchmarks or short-term objectives that must be rewritten every year.
c. correspond to the child’s present level of academic achievement and functional
performance.
d. All of the above.
4. Which of the following components is not required in every IEP?
a. A statement of the child’s present level of academic achievement and functional
performance.
b. A statement of measurable annual goals and how they will be measured
c. A statement of special education services.
d. A statement of the behavior intervention plan.
5. A student’s IEP must be reviewed, and if necessary revised, at least
a. every six weeks.
b. twice annual.
c. annually.
d. every three years.
6. When an IEP team places a student with disabilities in a private school, the IEP is the
responsibility of the
a. referring school
b. receiving school
c. The state department of education
d. All of the above.
7.
IDEA 2004 requires that which of the following components of the IEP be based upon “peer–
reviewed research” whenever possible.
a. The present levels of academic achievement and functional performance
b. Measurable annual goals
c. Special education services
d. All of the above.
8. The most common mistakes that IEP teams make regarding transitions services are (May be
more than one answer)
a. neglecting to include transition services in the IEPS of students who are 16 or
older.
b. failing to include the necessary transition personnel in the IEP meeting.
c. neglecting to include transition services in the IEPS of students who are 14 or
older.
d. writing trivial or meaningless transition plans.
9. There is probably less substantive compliance with which of the following IEP requirements
than any other:
a. The assessment process prior to the IEP meeting.
b. Attendance at IEP meetings
c. Evaluating a student’s progress toward his or her annual goals.
d. The child’s present level of academic achievement listed in the IEP.
10. IDEA 2004 eliminated the federal requirement that IEPs include
a. transition plans
b. benchmarks and short term objectives
c. present levels of academic achievement and functional performance
d. supplementary aids and services
Short Answer
1. If a student’s behavior impedes the learning of him/herself and others, the IEP must contain a
behavior intervention plan. Discuss a behavior intervention plan. What should be included
in the plan?
2. What is the purpose of measurable annual goals?
3. In determining substantive compliance with the FAPE mandate, courts and hearing officers
have examined what components in the IEP?
4. What is progress monitoring? Why is it important to the IEP process?
5. Discuss the persons who are required to attend an IEP meeting. Explain why each of these
persons must or be attendance (i.e., what is their function). What other individuals are
permitted, but not required, to attend?
6. An IEP meeting can be held without a student’s parents in attendance if the school is unable
to convince them that they should attend. In such situations, what actions should the IEP
team members take to ensure that they show they have made good faith efforts to attempt to
involve the parents?
7. What are transition services and why are they included in the IEP?
8. Explain the following statement: An IEP that produces only trivial educational progress or
merely halts educational regress will probably not pass legal scrutiny.
9. Do parents have an absolute veto over the final results of the IEP? What actions can be taken
when parents and school-based team members cannot agree on the IEP?
10. What steps should school districts take to ensure parental involvement in the IEP process?
Essay
1. Discuss the IEP planning process changes in the Individuals with Disabilities Education
Improvement Act. What is the significance of these changes?
2. Discuss the required components that must be included in all students’ IEPs.
3. IDEA 2004 requires that special education services be based to the extent possible on peer-
reviewed research. Explain how this will affect the IEP process.
4. The IEP serves a number of important purposes. Discuss four of these purposes.
Chapter 10: The Individualized Education Program
True or False
Multiple Choice