IEP Critique Document

IEP document reviewed: EBD 10th grade IEP

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. The purpose of this assessment is to measure

intellectual ability, specific cognitive abilities, oral language, and academic achievement. These
assessments would be good for this student because it tests him in reading, written language
skills, and math skills. WISC- IV (Wechsler Intelligence Scale for Children) is an assessment that
was used. The purpose of this assessment is to measure general intelligence and specific indices
including verbal and comprehension, perpetual reasoning, working memory and processing
speed. This assessment was good for Sal because they wanted to test his verbal and nonverbal
ability. This assessment is also good for Sal because it tests his processing speed, and it states in
his IEP that he is distracted easily and avoids work and also that he doesnt understand
sometimes what his classmates are saying to him, so it think this was a well-fitted assessment for
Sal. Lastly, they used the AIMS assessment to test Sal last year, which is an alternate state
assessment to see where the child is at academically. I think this assessment is good for Sal
because it helped the teacher see his strengths and weaknesses and see what he/she needs to work
on with Sal.

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.

Sal is very creative. He loves to draw and make up elaborate stories. His drawings are quite
sophisticated for his age and often have unusual themes. Sal enjoys math and performs well in
his math class. This addresses Sals performance in a positive light. The only thing I would say
about this is that this section is supposed to address this current performance, where he needs to
go, and why and I think this paragraph is only stating his current performance.
Rewritten: Sal is very creative. He loves to draw and make up elaborate stories. His drawings are
quite sophisticated for his age and often have unusual themes. Sal enjoys math and performs well
in his math class. However, Sal has been having trouble in reading. This skill is important to help
Sal learn and do well in other subjects. Sal will need to start reading more with me in class and
also reading short stories for homework.

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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.

Sals reading and writing problems make it difficult for him to complete assignments on time,
understand what he reads in text books, and express his thoughts meaningfully on writing
assignments. His social and emotional problems interfer with his ability to participate on group
assignments with other students, to follow teacher directives, and to respond appropriately when
criticized by others. No, this paragraph does not state how typical students perform but it does
explain why he is unable to perform.
Rewritten: In a typical 8th grade classroom, students are writing different types of essays, reading
complex literature, and learning outlines for papers and speeches. Sals reading and writing
problems make it difficult for him complete assignments on time, understand what he reads in
text books, and expressing his thoughts meaningfully on writing assignments. This is an
important skill because reading is intertwined with much of academics and it will help him to be
able to understand what he reads. Students at this age should also know how to follow directions
and work well in groups, but at times Sals social and emotional outbursts interfere with his
ability to work in a group with the other students, follow teacher directives, and respond
appropriately when being criticized.

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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.

Yes, the annual goals are discussed in the present levels. For each goal, there is a spot that says
state standard therefore yes, these goals are related to state standards. These four goals are
mostly written in measurable terms. For example, Sals first annual goal is: R1.4. Acquire and
use new vocabulary in relevant contexts. (1) Does not directly use the words increase or
decrease, but the words used in the goal imply there needs to be an increase in using new
vocabulary words. (2) Area of need is reading. (3) Level of attainment is grade 5 and 85%
accuracy in 3 consecutive tries. (4) Progress will be measured with teacher-made tests/quizzes.
(5) Special and general education teachers are the responsible staff that will teach it.

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 goal. They are written in sequential format. In the IEP they
are only 2 benchmarks for goal 2 but they are both copied twice. An example of a benchmark for
a goal is PO 02. 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:
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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, they are discussed in the present levels of academic achievement and functional
performance section.

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, I think the amount of time for each service is enough.

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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.

Yes No
What specialized instruction, modifications of the curriculum, or

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.

Extended testing time (same day), familiar test administrator, student given preferential seating,
and provide dictionary are the accommodations listed. They were not directly listed in the
present levels but I can see how they are related and discussed.

2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.

There were no modifications listed that I found in the IEP document.

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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?

I was a little confused when it came to this section in the IEP. The IEP meeting took place on
10/1/2004 and all of the special education and related services end on 5/20/2005 so no they do
not cover an entire year.
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4. Would you know exactly where, when, and for how long the special education and
related services should be provided?

Yes, each special education and related service tells exactly where, when, and for how long the
services should be provided.
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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?

I think that Sal is a good kid who excels in math, but has difficulty in reading and writing. This
child struggles with relationships and working with other students, but he is labeled ED so that is
expected. I like that Sal wants to be a chef or graphic designer and that he wants to live on his
own. I like that he has goals.

2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
Yes, there were parental concerns listed in the IEP under the present levels section. The parent
concerns were that Sal is not learning to read and that the other children pick on him. This tells
me that the parents are concerned with Sal learning to read and also with Sal being bullied,
which I think are both reasonable concerns.

3. Indicate whether or not the child has any of the following special factors:

Yes No
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