IEP Critique Document

IEP document reviewed:

Karen Phetdaovieng

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:
o The purpose of this assessment is to measure ones level of achievement in
reading, writing, and mathematics.
WISC- IV:
o The purpose of this assessment is to yield the measures of ones cognitive
abilities through their verbal comprehension, perceptual reasoning,
working memory, and processing speed.
AIMS assessment:
o The purpose of this assessment is to formally assess patients with
symptoms that may indicate the presence of Tardive Dyskinesia.
These assessments would be of good use for this student because his parents primary
language is Spanish, not English, which could be a huge factor in why he performs low in
subjects such as reading and writing.
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.
The narrative addresses the students performance in mostly negative comments. There
are few positive points and much of the focus is more on the students weaknesses.
Sal is able to answer comprehension questions based on orally read material, such as
stories read to him by a teacher. However, he has difficulty recalling details, making
inferences, and drawing conclusions. These skills are important to learn because they will
serve as the key factors in understanding what he has read. Sal will need to work on
listening and paying more attention to the material.
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
Leytham 2014

IEP Critique Document

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.
No, this section is not thoroughly written in a narrative format that addresses how typical
students should perform. It does not mention how other students perform at the students
current grade level. However, it does address why the student is unable to perform.
Students at the eighth grade level should be able to produce clear and coherent writing
as well as determine the central idea of a text. 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 written assignments. His social and
emotional problems also play a role in his ability to perform accordingly.

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.
No, the annual goals are not discussed in the present levels nor are they related to state
standards. However, some factors are addressed such as the grade levels met for reading
and writing. The actual goals are not discussed. There is no mention of acquiring new
vocabulary, creating a first draft, identifying ways to build mutual trust and respect, or
cooperating with groups in the present levels. Yes, they are written in measurable terms.
All of the factors needed are addressed in the IEP.
Example: W1.2. 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 somewhat related to the goal. Prewriting and organization are
necessary when creating a first draft, but there should be more benchmarks. The
benchmarks repeat twice, so there are really only two rather than four. They are not
written in sequential format. Prewriting should come before organization when writing a
paper.
Example: PO 02. Organize writing into a logical sequence that is clear to the audience.

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: Informal testing, teacher-made tests/quizzes, classroom performance,

teacher observation, point sheets
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: Emotional, behavioral support

2. Are the special education services indicated on this IEP discussed in the present levels of
academic achievement and functional performance section?
Yes, the special education services indicated on this IEP 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 60 minutes is enough time to be provided with counseling.

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.

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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
Provide dictionary, spell check
Yes, the accommodations seem appropriate. No, they were not discussed in 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.
There are no modifications listed.

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?
Yes, the projected dates cover an entire year.
10/2/2004-5/20/2005
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?

IEP Critique Document

Yes, I would know exactly where, when, and for how long the special education and
related services would be provided.
Counselors room
o Weekly
60 mins
School bus/van
o Daily
75 mins

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?
My perception of the child is that it may be the fact that his primary language at home is
not English serving as the reason he does poorly in writing and reading. His parents
cannot help him read, and as a result, he is only able to function at the fourth and fifth
grade level. He performs at the appropriate level in math; he reaches eighth grade level.
2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
They have reported concerns that Sal is not learning to read and that other children pick
on him. This tells me that the parents think their childs reading ability is important as
well as his emotions towards being teased by others.
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