IEP Critique Document

IEP document reviewed: 10th Grade student from Verde Canyon School District - Verde Canyon City, AZ.
The student is referred to as “Bobby” to protect the student’s identity.

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?
Assessment: Woodcock-Johnson Tests of Achievement-III
Purpose: Designed to measure intellectual abilities and academic achievement (http://
cps.nova.edu/~cpphelp/WJIII-ACH.html).
Assessment: WISC- IV (Wechsler Intelligence Scale)
Purpose: Designed to measure human intelligence as reflected in both verbal and nonverbal
(performance) abilities http://www.minddisorders.com/Py-Z/Wechsler-Intelligence-Scale-for-
Children.html.
Assessment: State AIMS (Arizona’s Instrument to Measure Standards)
Purpose: Designed to measures student proficiency of the Arizona Academic Content
Standards (http://www.azed.gov/assessment/).

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 IEP I am critiquing, although there are some positive comments, the narrative is mostly
negative.
Selected Paragraph:
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. “Bobby’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.
Rewrite:
“Bobby” understands and can compose topic sentences, detail sentences, and concluding
sentences. However, he is still having difficulty with stringing sentences together to form a
paragraph on a given topic. This skill is important to learn because it will help him understand
and communicate the written word. Bobby will need to work on spelling basic sight words and
punctuation skills. 

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 IEP Critique Document

3. When writing about the effect of the student’s 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.

In the IEP I am critiquing, although it does address why the student is unable to perform, the
narrative did not address how typical students should perform.

Selected Paragraph:
“Bobby’s” reading and writing problems make it difficult for him to complete assignments on time, understand
what he reads in text books, and express his thoughts meaningfully on writing assignments. His social and
emotional problems interfere with his ability to participate on group assignments with other students, to follow
teacher directives, and to respond appropriately when criticized by others.

Rewrite:
Typical 9-10 grade students should be able to: “Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and
audience” (AIMS 9-10.W.4). By the end of grade 10, read and comprehend literary nonfiction
at the high end of the grades 9–10 text complexity band independently and proficiently. (10.RI.
10.)
“Bobby’s” AIMS assessment, fell far below the Reading and Writing standards. This makes it
difficult for him to complete assignments, understand what he reads in textbooks, and express
his thoughts meaningfully on writing assignments. In addition, his social and emotional
challenges, interfere with his ability to participate on group assignments with other students,
follow teacher directives, and respond appropriately when criticized by others.

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 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.

There are a total of four goals Only one of those goals included specific objectives/
benchmarks. None of the goals are personalized to specifically relate with the student,
rather they are strictly state standards to attain. Each “goal” included: 1) a criteria for
success; loosely, the direction 2) area of need; 3) level of attainment or success; 4) how
progress will be measured; and 5) the responsible staff that will teach it. The goals did
relate to those mentioned in the present levels. The goals are not only related to state
standards, they are state standards; written in inadequate measurable terms.

Example Annual Goal:

W1.2. Create 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.

Only one of the four goals included objectives/benchmarks. The benchmarks were
repetitive and did not follow a sequential order, but they did relate to the goal. Additionally,
here again, the benchmarks were standards to attain and impersonal to the student. The
information for the principles discussed above was included in separate text boxes under the
goal, not within the specific objectives/benchmark section. Specific time-frames and
locations were included under the “IEP Educational Services” section of the document.

Example Objectives/benchmarks:
PO 02. Organize writing into a logical sequence that is clear to the audience.
PO 02. Organize writing into a logical sequence that is clear to the audience.
PO 01. Use a prewriting plan to develop a draft with main idea(s) and supporting details.
PO 01. Use a 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
x District Report Card
☐ Specialized Progress Report
☐ Parent Conferences
x Other: Informal testing, teacher-made tests/quizzes, classroom performance,
teacher observation, point sheets, District testing: out-of-level test, State
testing: with accommodations, and regular report cards

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

x Quarterly
x 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.
x Written language
☐ Math
x Reading
x Social skills
☐ Organization Skills
☐ Other: Social/emotional/behavioral support

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

Yes, the special education services on this IEP are discussed in the present levels of academic
achievement and functional performance 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
x Transportation
☐ School Nurse Services
x Other: Counseling

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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.

Yes, I believe the amount of time for the related services is adequate. The student is
receiving 60 minutes per week of counseling services. Transportation is quite lengthy at 75
minutes per day, however.


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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?
x General Education Classroom
☐ 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.
Yes No
What specialized instruction, modifications of the curriculum, or x ☐
accommodations does this student require to participate in the general
education environment?

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

provided in the general education environment?

Describe the student's unique needs and why those needs cannot be met in a x ☐
general education environment.

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

observational learning effect, communication) that this student failed to
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Describe how this student's needs impact the teaching and learning in the x ☐
general education environment.

Describe any potential harmful effect of this recommended placement. x ☐

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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.
• Strategies, positive behavioral interventions and supports.
• Communication needs and opportunities for communication and instruction in the child's
language and communication mode.
• Participation in District and State testing with accommodations in Reading, Writing, and
Math to include:
• Extended testing time (same day) — Reading, Writing
• Familiar test administrator — Reading, Writing, Math
• Student given preferential seating — Reading, Writing, Math
• Sequential units of instruction
• Extra practice on lessons
• Preferential seating
• Simple, clearly stated instructions
• Behavior plan or contract

All the accommodations seem appropriate and although, specific accommodations were not
listed in the present levels, the related performance levels were discussed.

2. What modifications are listed? Do they seem appropriate? Were they discussed in the present
levels? Remember, modifications provide change the curriculum.
• Simplified curriculum
• District Testing participation—the student will take an out-of-level test: Reading level: 5th
grade Writing level: 4th grade
• For non-standard accommodations for State Test, provide dictionary, spell check — Writing

All the modifications seem appropriate and although, specific modifications were not listed in
the present levels, the related performance levels were discussed.


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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
x 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.

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).
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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.
 IEP Critique Document

3. In looking at the special education and related services section, do the projected dates cover an
entire year?
The IEP date is 10/1/2004. The special education and related services beginning date is set
for 10/2/2004 and the ending date is set for 5/20/2005. All IEP educational services are based
on the school day and school calendar year, rather than an entire year.

4. Would you know exactly where, when, and for how long the special education and related
services should be provided?

Yes, the IEP lists exactly where, when, and for how long the special education and related
services should 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?
Based on his WISC- IV assessment, this student has average verbal ability, “and significantly
above average nonverbal ability.” According to the IEP, the student is creative, loves drawing, making
up elaborate stories, and enjoys math. My perception of this student is that he does well in the things he
enjoys. He enjoys expressing himself verbally with elaborate stories or through his drawings, but
struggles with the written word.

2. Are any parental concerns listed? What are they? What does this tell you that the parent thinks is
important?

The parental concerns for this student are listed as: “[he is] not learning to read and that other children
pick on him.” This tells me that the parents are very aware of his struggle with reading and have
concerns about him not progressing well in this area. They are also concerned about his self-esteem and
the other children making fun of him his deficiencies.

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 x ☐

Limited English proficient ☐ x

Is blind or visually impaired ☐ x
Is deaf or hard of hearing ☐ x
Requires assistive technology ☐ x

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