To provide a comprehensive plan for a student's education.

To document a student's disability.

To determine a student's eligibility for special education services.

To evaluate a student's progress.

Present levels of performance.

Annual goals.

Special education and related services.

Evaluation procedures.

The student's parents or guardians.

The student's teachers.

A team of professionals.

The school principal.

Annually.

Semi-annually.

Quarterly.

As needed.

To develop or review the student's IEP.

To discuss the student's progress.

To make changes to the student's IEP.

All of the above.

The student's parents or guardians.

The student's teachers.

A representative from the school district.

All of the above.

To provide information about the student's strengths and needs.

To participate in the development and review of the student's IEP.

To consent to the student's placement in special education.

All of the above.

To provide information about the student's academic and functional needs.

To participate in the development and review of the student's IEP.

To implement the student's IEP.

All of the above.

To provide a free and appropriate public education to students with disabilities.

To develop and implement policies and procedures for the IEP process.

To provide training and support to school staff on the IEP process.

All of the above.

An IEP is for students with disabilities, while a 504 plan is for students with health impairments.

An IEP is more comprehensive than a 504 plan.

An IEP is developed by a team of professionals, while a 504 plan is developed by the student's parents or guardians.

All of the above.

The IEP should be based on the student's general education curriculum.

The IEP should supplement the student's general education curriculum.

The IEP should replace the student's general education curriculum.

None of the above.

To help students with disabilities prepare for life after high school.

To ensure that students with disabilities have the skills they need to be successful in college or the workforce.

To help students with disabilities develop independent living skills.

All of the above.

As early as possible, but no later than the beginning of the student's junior year of high school.

At the beginning of the student's senior year of high school.

After the student graduates from high school.

None of the above.

To participate in the development and review of their IEP.

To provide information about their strengths and needs.

To consent to their placement in special education.

All of the above.

IEPs help identify and address the unique needs of students with disabilities.

IEPs promote collaboration among educators, parents, and students to develop tailored learning plans.

IEPs provide a framework for monitoring and evaluating student progress.

All of the above.