IEP Critique Document

IEP document reviewed:

Athena Anderson 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?
The WoodcockJohnsonTestsofAchievementIIIwasadministeredon

8/22/03.Thistestwillidentifyspecificskilldeficits.
Wechsler Intelligence Scale for Children (WISC - IV) was administered on
8/23/03. This test measures generates a full scale IQ. The test will focus on five
primary index scores: verbal comprehension index, visual spatial index, fluid
reasoning index, working memory index, and processing speed index.
Arizonas Instrument to Measure Standards (AIMS) was administered in 2003.
This assessment measures the areas of writing, reading, and mathematics. This
test is required for grades 4, 8, and high school.
These tests will give greater understanding of where Felipe needs assistance.
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.
Felipe does well in math this is his strongest subject. However, Felipe is well
below levels in Reading and Writing. He is able to write simple sentences, though
is not able to string the sentences together to form a paragraph. Felipe has a hard
time staying focused which show in his writing, as his thoughts will wander.
Felipe also has difficulty keeping up in the classroom and with his reading
comprehension.
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
Leytham 2014

IEP Critique Document

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.
The average 10th grader should be able to generate ideas from multiple
sources and use strategy in writing. The student should be able to
categorize ideas organize them into paragraphs, and blend paragraphs
within larger units of text. Felipe has not proven the ability to form
paragraphs. He has shown the ability to form simple sentences; however
putting together a complex organized paper would be difficult for Felipe.
What is expected of an average 8th grader is not within the skills Felipe has
obtained thus far.

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.
The goals that have been set for Felipe will help him. They have been set to be
attainable and reachable for the current year. With the help of his teachers he
should be able to achieve these goals. One goal is to acquire and use new
vocabulary in relevant contexts. They will monitor the progress with informal
testing. This goal will be worked on daily and weekly.
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.
Felipes team has set a goal of creating a first draft containing the necessary
elements for a specific purpose. They will work on this regularly. The
benchmarks that have been set at use a prewriting plan to develop a draft with
main ideas and supporting details. Followed by Organize writing into a logical
sequence that is clear to the audience. These benchmarks will build upon each
other. This will help the team to move Felipe towards the goals.

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:
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 his achievements are addressed in that 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:
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.
Felipe will meet about 2 hours with special education teachers. This should
provide Felipe with the necessary care he needs to progress towards the goals set
in his IEP.

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.
Felipe will participate in district wide testing, however he will take an out
of level test. At the State level he will receive accommodations in all three
of the categories Reading, Writing, Math.
2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.
Felipe will receive the 5th grade Reading level, and 4th grade Writing level
for district wide testing. For State testing he will have extended time for
reading and writing. He will be tested by a familiar test administrator for
Reading, writing, and math. Felipe will receive preferential seating for
Reading, Writing, and Math. He will also be provided a dictionary and
spell check for Writing.

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 they cover an entire school year.
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Services should be provided until the student is able to preform at the
average levels.

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?
Felipe is a bright child his mind thinks in logical terms well. English is
not his first language and that has set him back in school. His parents do
not speak English in the home and he has not received the help outside of
school he needs. Felipe has the potential to do well, if he is able to
overcome the language difficulties.
2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
No they are listed. The IEP did address that the parents have not been
involved. They have not always shown up for conferences and there is
likely a language barrier.
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