IEP Critique Document

IEP document reviewed:

SLD- 3rd Grade

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?
- Student participation-district assessment. The student will participate in the districts
assessments with the following accommodations: Science and social studies text read
to him, and directions given on or two steps at a time. Johny should repeat directions
in his own words. This assessment would be good for this student to see the progress
hes made and to learn how to do things better on his own.
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 this paragraph, the narrative addresses the students performance beginning with
deficit statements, then positive statements. The narrative does not state why it is
important, nor what will be done. However, later on you will see the students
strengths, needs, and goals.
Johny performs well in social studies and science activities and assignments
when materials are read to him. He experiences success in following directions
when instructions are broken down and accompanied by modeling. However,
based on Woodcock-Johnson Psychoeducational Battery, Johny performs at a KGrade level 1 achievement in reading. These results represent significant
discrepancies from his expected performance based on his cognitive ability.
Johnys instructional level for decoding and fluency are at Grade 1 level. Johny
knows 30 sight words on a first grade list. When reading, Johny demonstrates
difficulty discriminating between similar and dissimilar sounds, particularly in
medial and final positions in words. Johny will need to work on demonstrating
phonological awareness skills by blending and segmenting syllables in 2-4
syllable words and individual phonemes in 3-4 phoneme words.
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
Leytham 2014

IEP Critique Document

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.
- Some things that Third-grade students learn at school is, subject, and verb agreement
and use that knowledge to write and speak in correct, complete sentences. Students
should be able to read and comprehend literature independently, and proficiently.
They should know how to decode words with common Latin suffixes, decode
multisyllable words, and read grade appropriate irregularly spelled words. Johny
demonstrates difficulties in the areas of reading and expressive language skills. He
needs systematic, intense, and direct instruction in reading using structured language
and multisensory techniques in order to develop phonological, decoding, and
automaticity skills. Johny is caught up in the areas of mathematics, science, and social
studies when passages are read to him.

Leytham 2014

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.
- These goals are related to state standards, theyre set to help Johny be successful with
the material. The goals are measured weekly by oral probes using the established
sequential list of sounds mastered. The progress will be reported by the use of written
quarterly report sent home to the parent at the end of each marketing period with
progress charts. The measurable annual goal is for Johny to read a text at the second
grade level at 100 wpm with 90% accuracy.
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.
- Yes, they are related to the goals, they are set to accomplish the annual goals. The
short term objective/benchmarks are 1. Johny will orally say the beginning and
ending sounds when presented with words. The expected level of achievement is
100% accuracy, and the method of evaluation is Teacher probe using sequential list of
sounds taught. 2. Johny will orally identify the beginning blends when presented with
words. The expected level of achievement is 90% accuracy, and the method of
evaluation is Teacher probe using sequential list of blends taught. 3. Johny will
correctly read all cvc (consonant-vowel-consonant) words. The expected level of
achievement is 90% accuracy, and the method of evaluation is Teacher probe using
Cs & Vs that have been taught. 4. Johny will correctly read all cvcv (consonantvowel-consonant-vowel) words. The expected level of achievement is 80% accuracy,
and the method of evaluation is Teacher probe using words containing Cs & Vs that
have been taught.

IEP Critique Document

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: progress charts, bi-weekly phone conference

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, they are discussed at the end of the report of progress on annual goals section
under Special Education/ Related Services.

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 amount of time is twice a week for thirty minutes. I believe it is not enough time,
because speech and language is very important, and that should be their primary
focus. I understand that they have to follow a curriculum and it does not permit any
more time, but the amount of time provided seems to be working for Johny.

Section 5

IEP Critique Document

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.
What specialized instruction, modifications of the curriculum, or

Yes

No

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.

IEP Critique Document

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 for the district assessment are that the science and social studies
text are read to him, and directions are to be given one or two steps at a time. Johny
should repeat the directions in his own words. They do seem appropriate, because he
has he knows how to do his work, he just needs a visual or verbal direction to
understand better. It still shows how much progress hes made. They were discussed
in the present levels accompanied by the goals to getting him there.
2. What modifications are listed? Do they seem appropriate? Were they discussed in the
present levels? Remember, modifications provide change the curriculum.
- The program modifications that are listed are 1. Age appropriate phonological
activities. 2. A systematic structured language reading program using direct
instruction, decodable texts and multisensory techniques including visual imagery
strategies 3. Word list derived from his reading lessons that can be used for speaking
exercises. 4. Computer-Assisted instruction for phonics reinforcement. 5. Selfmonitoring checklist. 6. Use of nonverbal, physical and visual cues to prompt teacher
assistance. 7. Adapted science and social studies materials 8. One-and-two step
directions to be repeated orally by Johny and 9. Frequent teacher monitoring when
completing assignments independently. These modifications do seem appropriate and
helpful. They were discussed after the Goals and Objectives section.

IEP Critique Document

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?
- There is no projected beginning or end date noted on my IEP.
4. Would you know exactly where, when, and for how long the special education and
related services should be provided?

IEP Critique Document

-

The special education and related services should be provided in a resource room or
wherever seems appropriate for the child. It should be at least twice a week for about
half an hour to an hour.

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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?
- My perception is that this student has the ability to learn amongst the rest of his peers.
He does need help in some areas but he can gain some success in multiple subjects
with little help.
2. Are any parental concerns listed? What are they? What does this tell you that the parent
thinks is important?
- There are no parental concerns listed. This tells me that the parent is satisfied with the
bi-weekly progress report of her/his child.
3. Indicate whether or not the child has any of the following special factors:
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

Yes

No