IEP Critique Document

IEP document reviewed: Karina Chavez- Cambero

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?

One of the assessments used was the Woodcock- Johnson Tests of achievement- III and
the purpose of it was to determine Sals reading, written language, and math skills. This
assessment is good for him because it lets his teachers know where his strengths and
weaknesses are and provide more strategies to improve. The second assessment used was
the WISC- IV which is used to test a childs intelligence, which generates a full scale IQ.
It can be good for the student because it five index scores; verbal comprehension, visual
spatial, fluid reasoning, working memory, and processing speed.

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.

In the first paragraph the narrative is mostly focusing on Sals parents. The narrative
discusses how the parents do not seem to fully understand the seriousness of his problems
in school. Then the narrative gives a much smaller paragraph explaining what Sal is good
at.

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.
Sals parents speak English, but their primary language is Spanish. The parents appear to
be supportive of his education, but they do not attend school conferences. They have
reported concerns that Sal is not learning to read and that other children pic on him. Sals
teachers report that the parents do not seem to fully understand the seriousness of his
problem in school.

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

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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 narrative did not explain how typical students should perform, narrative only
explains why the student is unable to perform well.

At grade nine students should be able to understand what they read and express their
thoughts meaningfully on writing assignments. Sals reading and writing problems make
it difficult for him to reach those objectives and turn his assignments in on time.
Students should also be able to work in groups to complete assignments, follow teacher
directions, and respond appropriately when criticized by others. Sals social and
emotional problems are interfering with these objectives.

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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 present levels and accordingly to state standards. One
of the goals for Sal is to create a first draft containing the necessary elements for a
specific purpose. The measurable criteria for success is an 85% accuracy in 3 consecutive
tries. The area of need is writing, for grade level four. The progress will be measured in
classroom performance and informal testing. The persons responsible of this goal is the
general education teacher and the student.

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 of the goals gives specific benchmarks, and they are not written in sequential
format. They are PO 01. Use a prewriting plan to develop a draft with a main idea and
supporting details, PO 02. Organize writing into a logical sequence that is clear to the
audience.
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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?

The special education services indicated on this IEP are not specifically discussed in the
present levels of academic achievement and functional performance, but they do relate. On the
academic achievement part of the IEP discusses how Sal faces challenges in reading, writing and
social skills, which are the services he receives.

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 Sal could benefit more if he had more counseling, as of now he only receives 60
minutes of counseling but on a weekly basis so I think they should increase the
frequency to at least twice a week.
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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.

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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.

According to the present levels Sal is very low in writing and reading, but seems to be
doing well in Math. Sal is being given accommodations for district and state test in all 3
subjects. He is receiving extended time in the reading and writing tests, which he
probably would need. For reading, math, and writing he is being given a familiar test
administrator and preferential seating, which also makes sense because of his social
skills.

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

There was no modifications listed for Sal.

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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?
It does not cover an entire year, just most of the school year.

4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
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Yes based on this IEP I could tell where, when, and how long the special education and
related services will be provided.
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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?
I can tell that Sal is probably a quite student, who is creative, likes to draw, and makeup
stories, but has a hard time putting those words on paper.

2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important? Yes, because in the IEP it states that the parents dont think Sal has
any serious problems, so how would they contribute when they are not even aware they
exist.

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