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?
The assessments that are used are for the student's continuation of special education
services. This assessment is good for the student as it was indicated that he already
received special education and is also indicated in his current IEP.

2. When writing about the student's 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 about the student's performance was written in a positive manner. It listed
the facts about the child, the concerns of his parents, and the strengths of the child. One
example of the paragraph from the report is as follows: "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."

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.
The IEP on the student is written in a narrative format and it is addressed in the student's
performance. An example from the document is as follows: "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. Sal's 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."

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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.
The annual goals are discussed in the present levels. These are also related to state
standards and are also written in measurable terms. An example of a goal from the IEP is
in the subject of Writing: "W1.2 Crate 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 discussed in the IEP are related to the goals. These are written in
sequential format. An example from the document is in the subject of Writing and are
written as the following:
"PO 02. Organize writing into a logical sequence that is clear to the audience."
"PO 01. Use prewriting plan to develop a draft with main idea(s) and supporting details."

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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, the child needing support in reading and writing and in social, emotional, and
behavior support that are listed in the IEP services are also indicated in the sections of
levels of academic achievement and functional performance.

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.
The transportation service that the child receives is enough, as it is likely to be the
amount of time needed bring the child to school and get him back home. However, the
amount of time that the child spends in Counseling is not enough, as he is receiving only
12 minutes each day of service. Perhaps if he receives 30 minutes of behavioral support,
then he may have a more significant change in his behavior.

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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.

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.
The accommodations listed for the student are "extended testing time, familiar test
administrator and a preferential seating. These are appropriate for the student so as to
take his tests without distraction and to be able to focus on his school work. These are not
listed in the Present Levels of Performance page.

2. What modifications are listed? Do they seem appropriate? Were they discussed in
the present levels? Remember, modifications provide change the curriculum.
The accommodations listed are medical, health care, and physical needs, and special
factors. These are appropriate for the needs that the student needs at the time. These are
listed in the Present Levels of Performance page.

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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?
The projected dates are from 10/2/2014 until 5/20/2015. It does not cover an entire year,
though it is 7 months long and closer to the typical 9 month school year calendar.

4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes, included in the list are the start and end dates, amount of time, frequency and
location of service, and the service provider.

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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?
The child is described as "very creative", is noted that he "loves to draw" and that he also
writes lengthy and descriptive stories. His best subject in school is math.

2. Are any parental concerns listed? What are they? What does this tell you that the
parent thinks is important?
Yes, the parental concerns are listed as the child being unable to learn to read and that the
the child is being picked on at school. This tells me that the parents are concerned that the
child is not safe at school and that this is most important for them.

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

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