Examining IEP s for Educational Benefit East Haven Public Schools March 28, Industrial Park Road, Middletown, CT · (860)

10/27/05 SERC 2 What is “Educational Benefit”? Dialogue with your neighbor What does this term mean to you?

10/27/05 SERC 3 Educational Benefit Educational Benefit can be measured by… Passing marks Advancement from grade to grade Progress toward goals and objectives Improved scores on district/statewide assessments/ alternate assessment Passing the high school exit exam

10/27/05 SERC 4 Focused Monitoring “The primary focus of Federal and State monitoring activities… improving educational results and functional outcomes for all children with disabilities” § 616 (a)(2)) (H.R § 616 (a)(2))

10/27/05 SERC 5 Why Procedural Compliance is Not Enough? “You can be in compliance with all 755 required items and not be achieving results for students with disabilities.” Alan Coulter

10/27/05 SERC 6 Current Underlying Concept Compliance Consists of Two Interrelated Elements: Educational Procedures + Educational Benefit (Results) BOE v. Rowley, decision, June 28,

10/27/05 SERC 7 How is Educational Benefit Obtained? “instruction… should be reasonably calculated to enable the child to achieve passing marks and advance from grade to grade” Judge Rehnquist BOE v. Rowley decision, June 28,1982

Assessing for Educational Benefit A Process for Districts to Examine IEPs

10/27/05 SERC 9 Educational Benefit Analysis Reviewing IEP documentation for a 3-year cycle Analyzing the relationship among needs, goals, and services Comparing progress across annuals Looking for patterns in the planning process Discussing if the IEP was reasonably planned to result in educational benefit Reviewing the child’s progress ("State and Local Processes for Monitoring Educational Benefit", 2004)

10/27/05 SERC 10 Steps for the Process STEP 1 Chart what is recorded in the IEPs about needs, goals and objectives, services and progress. STEP 2 Analyze the needs, goals and services within each IEP for alignment. STEP 3 Compare across each IEP to determine progression of progress (or lack of progress). ("State and Local Processes for Monitoring Educational Benefit", 2004)

10/27/05 SERC 11 STEP 1 Jigsaw the documentation of each IEP Look for… Present Level of Performance (p 3, 4-5) Goals & Objectives, Accommodations & Modifications (pp 4 & 8, 7 & 8) Services (p 5, 11) Progress made on annual goals (p 4, 7) ("State and Local Processes for Monitoring Educational Benefit", 2004)

10/27/05 SERC 12 STEP 1 For each IEP Record what is written on the IEP. Information must be present in the IEP Information is verbatim as much as possible Short-hand and abbreviations are ok, but paraphrasing or summarizing is not Color Coded Green- what is written in IEP Blue-strengths Red-supporting documents (psy. evals)

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: Domain

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Present Level

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Concerns

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Goals, Objectives, Accommodations, & Modifications

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk Service

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS Progress

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS

10/27/05 SERC 20 STEP 2 For each IEP The group will determine the alignment between each component The recorder will draw circles and arrows to show alignment

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS

10/27/05 SERC 23 STEP 3 Comparing each IEP The group will determine if there was a change from the previous IEP to the next IEP The recorder will note the changes using 0, +, or –

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS oNo change from prior year +Increased complexity or progress -Decreased complexity or progress

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS KTEA Reading 2.1 G.E. Oral Reading Inventory 2.5 G.E. +

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS Comp. is sig. below grade level + O

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O Improve comp of read material from 2.5 to 4.0 +

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O Given passage state 2 details + O

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O Given passage ans correctly 6/6 W quest + O -

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O + O - O

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O + O - O

Present Levels ConcernsGoals/ Objectives Services Progress Academic/ Cognitive Language Arts: KTEA Reading 3.4 G.E. Oral Reading Inventory 3.2 G.E. Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage state 2 details Given passage ans correctl y 5/6 W quest Learning center 3.75 hrs/wk SSSSSS + O + O - O

10/27/05 SERC 33 Summary of Reflection + Needs for Improvement