IEP Critique Document

IEP document reviewed:

Sabina Smith

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- this test measures:
Reading achievement, including reading decoding, reading speed, and the ability to
comprehend connected discourse while reading, reading comprehension, vocabulary, and
reasoning
Sight vocabulary, phonics, and structural analysis
Linguistic competency, listening ability, and comprehension
Expressive vocabulary, reasoning, listening comprehension, and memory
Listening ability and verbal comprehension
Linguistic competency and expressive vocabulary
Math achievement, including problem solving, number facility, automaticity, and
reasoning
Basic mathematical skills, including computational skills and automaticity with basic
math facts
Mathematical knowledge and reasoning, including problem solving, analysis, reasoning,
and vocabulary
Written language achievement, including spelling of single-word responses, fluency of
production, and quality of expression
Spelling single-word responses and identifying and correcting errors in spelling,
punctuation, capitalization, and word usage
Meaningful written expression and fluency
Scientific, social studies, and cultural knowledge
Basic achievement skills, including reading decoding, math calculation, and spelling of
single-word responses
Overall academic fluency
Ability to apply academic skills to academic problems
Proficiency with phonic generalizations and common orthographic patterns in both
decoding and encoding
Overall performance across various achievement domains
Woodcock-Johnson Tests of Achievement-III is very good for this student because it measures
every aspect of education and gives a child chance to show what their straight is and weaknesses.
WISC- IV- the Wechsler Intelligence Scale for Children is an IQ test that is administered to
children ages 6 -16. No writing or reading ability is needed of the child that is taking the
Wechsler Intelligence Scale for Children. Once it has been completed, the WISC test produces
an IQ score. It is really good to know students ability to learn and IQ so I think that this test is
also very good for this student.
Leytham 2014

IEP Critique Document

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 can answer comprehension questions based on orally read material; however he is slow and
hesitant when reading orally, especially when he is reading material that contains multi-syllable
words. He has difficulty recalling details, making inferences, and drawing conclusions .He can
write simple sentences, but he has difficulty stringing sentences together to form a paragraph on
a given topic. He digresses from the topic as his thoughts wander. Sals written work shows that
he has spelling errors of basic sight words, invented spellings, and limited punctuation skills. He
understands and can compose topic sentences, detail sentences, and concluding sentences.
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.
Student in Sal sage should complete reading and writing assignment in specify time frame those
assignments are difficult for him to complete on time Sal has trouble understand what he reads,
and express his thoughts meaningfully on writing assignments. His social and emotional
problems interfere with his ability to participate on group assignments with other students, to
follow teacher directives, and to respond appropriately when criticized by others.

Leytham 2014

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.
Need area: Reading - State standard: Level: Grade 05
R1.4. Acquire and use new vocabulary in relevant contexts.
Need area: Writing - State standard: Writing Process Level: Grade 04
W1.2. Create a first draft containing the necessary elements for a specific purpose
Need area: Social/emotional/behavioral - State standard: Workplace - Skill Level: Low
Essentials
4WP-E1. Identify ways to build mutual trust and respect and develop an action plan for
negotiating concerns.
Need area: Social/emotional/behavioral - State standard: Physical Activity Level: High Essentials
5PA-E3. Cooperate with a group to achieve group goals in competitive as well as
cooperative settings.
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.
Only one of the goals has benchmarks. Those benchmarks are related to the goal and are written
in sequential form:
Organize writing into a logical sequence that is clear to the audience.
Organize writing into a logical sequence that is clear to the audience.
Use a prewriting plan to develop a draft with main idea(s) and supporting details.
Use a prewriting plan to develop a draft with main idea(s) and supporting details.
The only discrepancy is that they keep repeating it.

IEP Critique Document

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: there are no methods listed on IEP report.

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

Quarterly

Semester

Trimester

Other: not listed

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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.
I think counseling weekly for 60 min it is planet of time, and school transportation is also great
every day to socialize.

IEP Critique Document

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.

IEP Critique Document

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.

IEP Critique Document

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.
Simplified curriculum, preferential seating, simple clearly stated instructions, Sequential units of
instruction, Extra practice on lessons, Behavior plan or contract
yes those changes are appropriate.
2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.
No modification.

IEP Critique Document

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?
No it covers 7 months from 10/01/2004- 5/20/2005
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes we do know.

IEP Critique Document

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?
It looks like student is more interested in science subject than English. Math is his strong side.
Problem with English could be an effect of parent main language being Spanish.
2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
Students parents speak English, but their primary language is Spanish. Students teachers report
that the parents do not seem to fully understand the seriousness of his problems in school. The
parents appear to be supportive of his education, but they do not attend school conferences. They
have reported concerns that child is not learning to read and that other children pick on him.
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