IEP Critique Document

IEP document reviewed: Salvador Dali

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?

Academic testing, Woodcock-Johnson Tests of Achievement-III: The purpose of

assessing academic performance levels is to determine if Salvador Dali has an
educational need resulting from a disability, as well as to determine the presence or
absence of a significant education deficit requiring special educational services. It is a
comprehensive battery of individually administered tests that measure reading readiness
and reading achievement. (www.hmhco.com)

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.

His IEP is mostly negative. Salvador's strength is in the area of math and is successful in
his math class and is very creative. He loves to draw and make up elaborate stories.
However, he is on a beginning fifth grade reading and comprehension level and a fourth
grade writing level. He has difficulty with stringing sentences together to form
paragraphs but can write simple sentences. He has social behavior problems as the other
students make fun of him and tease him and he often misunderstands what is said to him
and internalizes this is as a negative comment which could lead to an inappropriate verbal
outburst. He has difficulty adjusting to new experiences and new environments. This
important to address because the parents do not seem to take the situation seriously and
but encourage his education.

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.

Typically, students at his age are able to form paragraphs with a introductory paragraph,

Leytham 2014 1
 IEP Critique Document

body paragraphs, and a concluding paragraph with very little information given to them.
This IEP is thoroughly written so that anyone who wants to see his IEP will be able to
understand it and know what he needs at that given time. I feel his IEP goes into great
detail about how they plan to help him and help him achieve in his education.

Leytham 2014 2
 IEP Critique Document

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.

They are discussed at the present levels. They are written in measurable terms and
related to state standards.

Goal: Create a first draft containing the necessary elements for a specific purpose.

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.

The benchmarks are related to the goals and are written in sequential format.
Benchmark 1: Organize writing into a logical sequence that is clear to the audience.
Benchmark 2: Use a prewriting plan to develop a draft with main idea(s) and supporting
details.
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
X District Report Card
Specialized Progress Report
Parent Conferences
Other:

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

X 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.
X Written language
Math
X Reading
X 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
X Transportation
School Nurse Services
X 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.
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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
X 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 X
accommodations does this student require to participate in the general
education environment?

Why can't the specialized instruction, modifications, or accommodations be X

provided in the general education environment?

Describe the student's unique needs and why those needs cannot be met in a X
general education environment.

Describe the non-academic benefits (i.e., self-esteem, social, behavioral, X

observational learning effect, communication) that this student failed to
demonstrate in the general education environment.

Describe how this student's needs impact the teaching and learning in the X
general education environment.

Describe any potential harmful effect of this recommended placement. X

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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.

The accommodations listed seem appropriate. On the state and district testing, he is
given extended testing time (same day), a familiar test administrator, and is given
preferential seating. These are all for the Reading, Writing, and Math state test. During
the Writing state test, he is provided with a dictionary and spell check as well. These
accommodations are discussed at the present levels.

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

The modifications were discussed during the present levels.

Behavior intervention/support is needed during physical education class.
Classroom resource teacher is needed during English. All other classes are non-modified.
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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
X 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.

X The parents of a child with a disability.

X At least one regular education teacher.
X At least one special education teacher.
X 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.
X 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?
No.

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?
That he has some emotional problems at home and with other students and doesn't know
how to verbally communicate his feelings with others in a healthy way. He has a very
easy time expressing himself during art and finds math to be extremely easy and fun.

2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
Yes. The parents are supportive of his education but are not taking his social behaviors
seriously.
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 X
Limited English proficient X
Is blind or visually impaired X
Is deaf or hard of hearing X
Requires assistive technology X