IEP Critique Document

IEP document reviewed:

Rachel Swenson

Section 1
A statement of present levels of academic achievement and functional performance
1. List all of the assessments used. Briefly state the name and purpose of each assessment.
Why would these assessments be good to use for this student?
Woodcock-Johnson tests of Achievement-III. Reading skills are a beginning 5th grade
level, written language skills are at an 4 grade level. His math skills are his area of
strength.
2. When writing about the students current performance, it is good practice to start with
positive statements, followed by deficit statements, then a statement about why the deficit
is important to address, and finally a statement about what will be done. For example,
Billy can count to 10. However, he is still having difficulty with skip-counting. This skill
is important to learn because it will help him understand the number system. Billy will
need to work on skip-counting by 2s and 5s. This provides his current performance,
where he needs to go, and why. Find this section in the IEP that you are critiquing. How
does the narrative address the students performance? In a positive light? Mostly negative
comments? Select one paragraph and rewrite it using the format given above.
He can answer comprehension questions, read material, such as stories that are read by
his teacher. He is a little slow and hesitant when reading out loud, he struggles with
words that contains multi-syllable words. Has difficulty recalling details.
3. When writing about the effect of the students involvement in the general education
curriculum, it is good practice to begin with a description about what typical students in
that grade level are expected to do. This information can be found on the state department
of education website. After stating what typical students can do in that grade level, a
statement about why the student is unable to access the general education curriculum
should follow. Look at this section in the IEP that you are critiquing. Is it thoroughly
written in a narrative format that addresses how typical students should perform and why
the particular student is unable to perform? Select one paragraph and rewrite it.
Yes, Can understand topic sentences, detail sentences, and concluding sentences. Has
difficultly stringing sentences together to form a paragraph on any given topic. Shows
spelling errors of some basic sight words, invented spelling and has limited punctuation
skills.

Leytham 2014

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Section 2
A statement of measurable annual goals.
1. When writing goals and benchmarks, one must remember to make sure that they are
measureable. This means that each goal/benchmark addresses: (1) direction (increase,
maintain, decrease, etc.); (2) area of need (reading, social skills, etc.); (3) level of
attainment or success (grade level, accuracy, etc.); (4) how progress will be measured;
and (5) the setting and responsible staff that will teach it. Look at the annual goals. Are
they discussed in the present levels? Are they related to state standards? Are they written
in measurable terms? Give an example of a goal from the IEP.
The present levels are present and they are related to state standards. They are not written
in measurable terms. Example: Create a first draft containing the necessary elements for a
specific purpose. Organize writing into logical sequence that is clear to the audience.
2. Look at the benchmarks for each goal. When writing benchmarks, they should be in
sequential order, contain concrete timeframe, and adhere to the principles discussed
above. Are the benchmarks related to the goals? Are they written in sequential format?
Give an example of the benchmarks for a goal.
Yes, the benchmarks are related to the goals. Organize writing into a logical sequence that
is clear to the audience.

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Section 3
A description of how the child's progress toward meeting the annual goals will be measured
1. What is the method for reporting the student's progress toward meeting his/her annual
goal(s)? Check all that apply.

IEP Goals Page

District Report Card

Specialized Progress Report

Parent Conferences

Other:
2. How often will the parent be notified of the student's progress?

Quarterly

Semester

Trimester

Other: Daily, weekly

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Section 4
Special Education and Related Services
An IEP must include a statement of the special education and related services and supplementary
aids and services, based on peer-reviewed research to the extent practicable, to be provided to the
child, or on behalf of the child, and a statement of the program modifications or supports for
school personnel that will be provided for the child.
1. What types of special education services does this student receive? Check each service
that is indicated in the IEP.

Written language

Math

Reading

Social skills

Organization Skills

Other:
2. Are the special education services indicated on this IEP discussed in the present levels of
academic achievement and functional performance section?
Yes

3. What types of related services does this student receive? Check each service that is
indicated on the IEP.

Speech / Language Therapy

Occupational Therapy

Physical Therapy

Adapted Physical education

Audiology Services

Psychological Services

Transportation

School Nurse Services

Other: Counseling
4. Look at the amount of time the related service(s) is/are provided. Do you think it is
enough? If, "No", explain why you think it is not enough.
Yes, 60 min weekly counseling, 45 min daily reading, 45 min daily writing, 30 min daily
social/ emotional/ behavioral support.

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Section 5
Justification for Placement
An IEP must include an explanation of the extent, if any, to which the child will not participate
with nondisabled children in the regular class and in the activities. This section is to justify why a
child is being placed in a particular setting. Look for a place in the IEP where it discusses the
least restrictive environment (i.e., regular class, resource room, self-contained, residential
facility, hospital, etc.).
1. What placement has been selected for the student to be educated in?

General Education Classroom

General Education Classroom with Consultation

General Education Classroom with Supplementary Instruction and Services

Resource Room

Separate Classroom

Separate School

Residential School

Homebound

Hospital
2. Look at the justification paragraph. Read it and try to see if the following questions are
answered. Select, "Yes" or "No" for each question.
What specialized instruction, modifications of the curriculum, or

Yes

No

accommodations does this student require to participate in the general

education environment?
Why can't the specialized instruction, modifications, or accommodations be
provided in the general education environment?
Describe the student's unique needs and why those needs cannot be met in a
general education environment.
Describe the non-academic benefits (i.e., self-esteem, social, behavioral,
observational learning effect, communication) that this student failed to
demonstrate in the general education environment.

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Describe how this student's needs impact the teaching and learning in the

general education environment.

Describe any potential harmful effect of this recommended placement.

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Section 6
Accommodations and Modifications
An IEP must include (a) a statement of any individual appropriate accommodations that are
necessary to measure the academic achievement and functional performance of the child on State
and district-wide assessments and (b) whether or not the child qualifies to take an alternative
assessment.
1. What accommodations are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, accommodations provide access to the curriculum.
Extending testing time (same day), Familiar test administrator, Student given preferential
seating.
2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.
No modification are listed.

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Section 7
Dates, Frequency, Location, and Duration
An IEP must include (a) the projected date for the beginning of the services and modifications
and (b) the anticipated frequency, location, and duration of those services and modifications.
1. What eligibility category does the student have?

Learning Disabilities
Speech or Language Impairments
Other Health Impairment
Intellectual Disability
Emotional Disturbance
Autism
Multiple Disabilities
Developmental Delay
Hearing Impairment
Orthopedic Impairment
Visual Impairment
Traumatic Brain Injury
Deaf-Blindness

2. Who is required to attend an IEP meeting? Check each required member. Remember, just
because someone is invited to the IEP meeting doesn't mean that he/she is "required" to
be there. Read carefully p. 60.

The parents of a child with a disability.

At least one regular education teacher.
At least one special education teacher.
A local education agency representative.
An individual who can interpret the IEP (this person may be someone already

listed above).
Other individuals who have been invited by the parents or the local education

agency.
Whenever appropriate, the child with a disability.

3. In looking at the special education and related services section, do the projected dates
cover an entire year?
Yes
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes

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Additional Factors to be Considered
The following factors must also be considered when creating an IEP.
1. After reading the strengths of the child, what is your perception of him/her?
Needs help in writing, reading and social/ emotional/behavioral support.
2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important? No
3. Indicate whether or not the child has any of the following special factors:
Behavior that impedes his/her learning or the learning of others
Limited English proficient
Is blind or visually impaired
Is deaf or hard of hearing
Requires assistive technology

Yes

No