IEP Critique Document

IEP document reviewed: Salvador Dali by Courtney Lichtenwalner

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 - Includes 22 tests for measuring skills in
reading, mathematics, and writing, as well as important oral language abilities and
academic knowledge. This is good for this student because it measures his overall academic
skills. It pinpoints his strengths, as well as areas that may not be as strong.

WISC-IV An intelligence test administered for children that can be completed without
reading or writing. This is a good for this student because it establishes his IQ with verbal
and non-verbal ability. It also gives an idea of areas where he has a hard time concentrating
in the classroom environment.

AIMS Assessment A state standardized test. This test is good because it is an overall
assessment again and shows this students strength as math and his need for assistance in
Reading and Writing. This test is consistent with the findings of the other tests that were
also given.

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 is a very creative student that enjoys drawing and making up elaborate stories. His
drawings are quite sophisticated for his age and often have unusual themes. Sals best
subject is math and he thoroughly enjoys it. While math is a strong suit of his, his
parents have concerns that Sal is not learning to read. This is causing problems within
the classroom with other children picking on him. Sal is being raised in a bilingual
household, with Spanish being the primary language. Sals teachers also report that the
parents are supportive of his education, but express concern over whether or not the
parents realize the severity of Sals problems in school. Also, the parents do not attend
school conferences making it that much more difficult to explain all of Sals issues to
them.

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

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 IEP Critique Document

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.

Yes, it does address that the student is in the 9th grade at the beginning of the IEP, and the
paragraphs state what level of skill Sal is functioning at.

Sals math scores are on at an 8th grade level and he is functioning well within his current
math class. His broad reading skills however, are on a 5th grade level. He is able to answer
comprehension questions based on orally read material, such as stories read to him by a
teacher. However, when Sal is reading orally, he is more hesitant on answering, especially
when the question contains multi-syllable words. He also has difficulty recalling details,
making inferences, and drawing conclusions.

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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.
Reading 5th grade level; yes, present terms; yes, state standards; yes, measurable terms
Writing 4th grade level; yes, present terms; yes, state standards; yes, measurable terms
Social/emotional/behavioral Workplace Skills low essentials; yes, present terms; no, not
state standards; yes, measurable terms
Social/emotional/behavioral Physical Activity high essentials; no, not present terms; no,
not state standards; yes, measurable terms

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.

There are benchmark goals for the Writing process, but not for the other goals. The
benchmarks for the Writing process are not written sequentially, but the goals will help the
student with the subject.

PO 01. Use a prewriting plan to develop a draft with main idea(s) and supporting details.
PO 02. Organize writing in 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. (Would not let me check boxes, Xs next to selection)
IEP Goals Page
X District Report Card
X Specialized Progress Report
Parent Conferences
X Other: Teacher-made tests/quizzes, Informal testing

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

X Quarterly
Semester
Trimester
X Other: Weekly teacher-made tests/quizzes, informal testing, Point sheets
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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. (Would not let me check boxes, Xs next to selection)
X Written language
Math
X Reading
X Social skills
Organization Skills
X Other: Counseling, Transportation

2. Are the special education services indicated on this IEP discussed in the present levels of
academic achievement and functional performance section?
Yes, aside from Transportation.

3. What types of related services does this student receive? Check each service that is
indicated on the IEP. (Would not let me check boxes, Xs next to selection)
Speech / Language Therapy
Occupational Therapy
Physical Therapy
X Adapted Physical education
Audiology Services
Psychological Services
X Transportation
School Nurse Services
X 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 do think this student should be spending more time within the Reading and Writing
instruction classes. This student is scoring quite low on those two subjects and would
probably benefit from at least an hour per day in those classes.
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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? (Would not let me
check boxes, Xs next to selection)
General Education Classroom
X General Education Classroom with Consultation
General Education Classroom with Supplementary Instruction and Services
Resource Room
X 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. (Would not let me check boxes,
answers next to paragraph)

Yes No
What specialized instruction, modifications of the curriculum, or

accommodations does this student require to participate in the general

education environment? YES

Why can't the specialized instruction, modifications, or accommodations be

provided in the general education environment? YES

Describe the student's unique needs and why those needs cannot be met in a

general education environment. YES

Describe the non-academic benefits (i.e., self-esteem, social, behavioral,

observational learning effect, communication) that this student failed to

 IEP Critique Document

demonstrate in the general education environment. YES

Describe how this student's needs impact the teaching and learning in the

general education environment. NO

Describe any potential harmful effect of this recommended placement. YES

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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) for Reading/Writing, familiar test administrator for
Reading/Writing/Math, student given preferential seating for Reading/Writing/Math.

They were discussed in the present levels, but the students does well in math so may not
require certain accommodations in math class.

2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.
There is simplified curriculum listed from all teachers under supplementary aids/services.
It was not discussed under present levels.
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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.
(Would not let me check boxes, Xs next to selection)

1. What eligibility category does the student have?

X Learning Disabilities
Speech or Language Impairments
Other Health Impairment
Intellectual Disability
Emotional Disturbance
Autism
Multiple Disabilities
Developmental Delay
Hearing Impairment
Orthopedic Impairment
X 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. (Would not let me check boxes, Xs next to selection)

X The parents of a child with a disability.

X At least one regular education teacher.
X At least one special education teacher.
X 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. This particular IEP covers 3 years. 8/19/03-8/19/2006

4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes, it shows where every subject would take place and for how long.
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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?
Sal is a bright child with an active imagination that needs assistance in learning to read
and write at grade level.

2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
Yes, there are concerns. The parents only speak Spanish at home and do not realize the
severity of their sons need for assistance regarding reading and writing. The parents
also do not think attending parent conferences is of the utmost importance. The parents
most likely do not find reading or writing as important, however, they do support him
in his education.

3. Indicate whether or not the child has any of the following special factors: (Would not let
me check boxes, answers next to selection)

Yes No
Behavior that impedes his/her learning or the learning of others YES
Limited English proficient NO
Is blind or visually impaired NO
Is deaf or hard of hearing NO
Requires assistive technology NO