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IEP: A Review in the Basics Flashcards | StudBud
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IEP: A Review in the Basics
IEP: A Review in the Basics
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1
Why is it important for general education teachers to attend IEP meetings?
To report on the student's academic performance and progress
To learn about general school policies
To observe the meeting without contributing
To get them out of grade level meetings
2
What is a Behavior Intervention Plan (BIP)?
A type of reward system
A standardized test for behavior
A plan included in an IEP to address specific behavior concerns
A general discipline plan for all students
3
Who is involved in creating and implementing an IEP?
Only the school principal and special education teacher
The special education teacher alone
A collaborative team, teachers, parents, and other RSP
The general education teacher alone
4
How can I access my student's IEP?
DASHBOARD
ASPEN
SSM
ALL OF THE ABOVE
5
What is an IEP?
A general education curriculum
A legal document outlining special education services
A behavior management plan
A type of assessment
6
How often should a student's progress toward IEP goals be monitored?
Monthly
Once a year
Regularly, as specified in the IEP
Twice a year
7
What should a teacher do with the information in an IEP?
Discuss it openly in the classroom
Keep it confidential and discuss it with student's teachers
Share it with anyone interested
Ignore it unless there is a problem
8
What should teachers do to stay informed about best practices in implementing IEPs?
Rely on past experience
Only follow what the principal says
Seek out professional development and training opportunities
Ignore IEPs unless required
9
Which of the following best describes the goals included in an IEP?
Similar for all students with disabilities
Optional and non-binding
Broad and general
Specific, measurable, and time-bound
10
Who is responsible for implementing the accommodations and modifications listed in an IEP?
The student's parents
The school principal
The student
The general education teacher
11
How are IEPs individualized?
They are identical for all students with the same disability
They are based on the teacher's preference
They are tailored to meet the unique needs of each student
They are the same for all students in the same grade
