IEP Critique Document

IEP document reviewed:

Sariah Gresham. EBD 10th grade IEP
Section 1
A statement of present levels of academic achievement and functional performance

1. Assessments used are academic testing, using the Woodcock-Johnson Tests of

Achievement-III, teacher observation, students written work, and state AIMS assessment
measure reading, written language, and/or math skills. WISC-IV measured verbal ability.
The Freedom from Distractibility Index Score and classroom observation shows students
behavior. These assessments help us know what levels of skills the student is at and
where he needs help to improve.

2. The student is successful in his regular math class however his reading skills are at a 5th
grade level and his written language skills are at a 4th grade level. It is important to
improve reading and written language skills for easier transitions. The student will aim to
acquire and use a new vocabulary.

3. Typical students are expected to read using reading strategies for example applying
previous knowledge to text. Typical students also are able to collaborate with others, the
pupil is unable to because of social and emotional problems. He also has a hard time
understanding the texts so hes unable to use reading strategies of applying previous
knowledge to text.

Section 2
A statement of measurable annual goals.

1. A couple of the annual goals are discussed in form of weaknesses in the present levels.
All goals relate to state standards and are in measurable terms. An example goal is
identify ways to build trust and respect and develop an action plan for negotiating,
increasing teamwork, the area of need is social/emotional/behavioral, low essentials
level, student aims for 80% of time while in classroom each week measured by teacher
observation, the special eduction teacher and student are responsible.

2. The benchmarks are related to the goal and aren't in sequential order. The benchmark you
could write: Student will use a prewriting plan to develop a draft with main idea and
supporting details in regular classroom, measure progress by daily classroom
performance and weekly informal testing.

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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: Informal testing, 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

2. Are the special education services indicated on this IEP discussed in the present levels of
academic achievement and functional performance section?
Nope

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/Counseling
++ Transportation
School Nurse Services

Other:

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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.

Weekly 60mins of counseling and daily 75mins for transportation seems to be enough time for
those services.

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?

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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. ++

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. State testing accommodations are extended testing time, familiar test administrator,
preferential seating, and provided dictionary for spell check. I think the accommodations
are appropriate. They aren't listed in the present levels.

2. Student will take out-of-level district testing for reading, writing, and math. It is
discussed in the present levels that the pupil is at a 5th grade reading level and a 4th grade
writing level. I don't think he needs a out-of-level district math test since the student has
met math standards as it states in the 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.

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).

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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

4. Would you know exactly where, when, and for how long the special education and
related services should be provided?
Yes for example reading instruction is daily, 45mins, in special education room.

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?
He seems whimsical in his stories and drawings. Hes good at math. Im sure he wants to build
good friendships but finds it frustrating trying to do so. He also has an interest in becoming a
chef or graphic designer. He seems to enjoy creative activities.

2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
It speaks of the parents reporting concerns that their child isn't learning to read and that other
children pick on him while appearing supportive, they don't attend school conferences. The
parents don't seem to fully understand the severity of his issues in school and learning but they
do care about their child.

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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