1. A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Revised 03/08

2.  Describe what constitutes “educational benefit” for a student with a disability; and  Determine if the design of a student’s IEP was reasonably calculated to increase the likelihood of educational benefit. Revised 03/08 SERC

3. What assurances does a school system maintain in the provision of FAPE for a student with an IEP? Revised 03/08 SERC

4. Dialogue with your team What does this term mean to you? Revised 03/08 SERC

5. Supreme Court’s first IDEA case 2-Prong Test Definition of “appropriate”

6. Rowley’s “ 2 PRONG TEST” 1. Has the Board/State complied with the procedural requirements of IDEA? (Procedural Prong) AND 2. Is the IEP developed through IDEA’s procedures reasonably calculated to enable the child to receive educational benefit? (Substantive Prong) Revised 03/08 SERC

7. The PROCEDURAL Prong (not an exhaustive list)  Procedural requirements of IDEA 2004 ;  Identified needs related to disability & general curriculum;  Goals in each need area; and  Services to support progress toward goals & general curriculum, participation in extracurricular, and education with other disabled & non-disabled children. Revised 03/08 SERC (Drouin, 2004)

8. The SUBSTANTIVE Prong (not an exhaustive list)  Passing marks;  Advancement from grade to grade;  Progress toward goals and objectives;  Improved scores on district/statewide assessments; and  Passing the high school exit exam. Revised 03/08 SERC Rowley

9.  Requirements IDEA 90’  Access IDEA 97’  Participation IDEA 04’ Revised 03/08 SERC

10. Transition  results-oriented process  academic and functional achievement  facilitate movement from school to post- school activities  postsecondary education, training, employment and independent living… Revised 03/08 SERC

11.  Agency Contacts  Student Involvement  Individualization of Transition IEPs  District Obligations  Appropriateness of Transition Planning/Services Revised 03/08 SERC

12. The Steps and Protocol

13.  Reviewing IEPs for a 3- year cycle;  Analyzing the relationship among needs, goals, and services;  Comparing progress across annuals;  Looking for patterns in the planning process; and  Determining if the IEP was reasonably planned to result in educational benefit. Revised 03/08 SERC (Drouin, 2004)

14.  STEP 1 Record Information  STEP 2 Analyze Relationships  STEP 3 Compare to Prior Year  STEP 4 Discuss Overall Educational Benefit (Youtsey, 2006) Revised 03/08 SERC

15. What were the patterns to the program planned for the student? Practices to KeepPractices to ChangeNext Steps Questions:Circle One Was the necessary relevant information included in the student's IEP?YN Was there a clear relationship between the identified needs, goals, and services?YN Were subsequent goals and services/placement consistent with progress made?YN Was the student's program reasonably planned to result in educational benefit?YN Revised 03/08 SERC p. 7 Summary of Educational Benefit Review Process (Youtsey, 2006)

16. Jigsaw the documentation of each IEP  Strengths (under the Present Level) ( p. 3, 4, 5);  Needs ( p. 3, 4, 5);  Goals and objectives ( p. 4&8 / 7&8 );  Accommodations and modifications ( p. 4&8 / 7&8) ;  Services/placement (p. 7, 11); and  Progress (p. 7 ). Revised 03/08 SERC p. 3

17.  Record what is written on each IEP.  Information must be present in the IEP  Information is verbatim as much as possible  Short-hand and abbreviations are acceptable; but paraphrasing or summarizing are not Revised 03/08 SERC

18. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: mastered 25 functional site words related to Language Arts WIAT : Reading 48 Lang 64 Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage, state 2 details Given passage, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Domain

19. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: mastered 25 functional site words related to Language Arts WIAT : Reading 48 Lang 64 Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage, state 2 details Given passage, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Strengths

20. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Comp. is sig. below grade level Improve comp of read material from 3.2 to 5.0 Given passage, state 2 details Given passage, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Present Level

21. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Concerns

22. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Goals, Objectives, Accommodations, & Modifications

23. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Service & Placement

24. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education Progress

25. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education IEP Adjusted?

26. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education

27. Is there a clear relationship between the identified needs, goals, and services?  Analyze the relationship and alignment between the identified needs, goals, and services and how they result in progress for annual review in a three-year cycle Revised 03/08 SERC p. 4

28.  Consider each IEP separately  Determine alignment among the components  Draw circles and arrows to designate alignment Revised 03/08 SERC

29. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education

30. Are subsequent goals & services/placement consistent with progress made?  Compare progress to determine if subsequent changes to goals and services were made based on the results of progress  year 1 to year 2  year 2 to year 3 Revised 03/08 SERC p. 5

31.  Compare for increase or decrease of complexity and progress for each component ▪ Note changes with: 0 = No change + = Increased complexity of goals/objectives, time with non-disabled peers, or progress -= Decreased complexity of goals/objectives, time with non-disabled peers, or lack of progress Revised 03/08 SERC

32. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 - Last Year Mastered 20 functional words related to English Language Arts

33. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 - Reading and oral language is significantly below grade level

34. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 ? When in the library, will explore multiple reading formats Given 40 functional pictures, match corresponding functional word When in small groups, select functional words related to task

35. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 - Learning center 3.75 hrs/month

36. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 - SSS

37. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 -

38. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 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, answer correctly 5/6 Wh questions Learn. center 3.75 hrs/wk SMS SMS No California Department of Education + + + 0 0 00 0 - o No change from prior year + Increased complexity, progress, or time with non-disabled peers - Decreased complexity, progress or time with non-disabled peers

39. Are there any patterns to the program planned for the student? Was the student's program reasonably planned to result in educational benefit?  Determine if there are any patterns  Decide if the IEP was reasonably planned to result in educational benefit Revised 03/08 SERC p. 6

40. Revised 03/08 SERC p. 7 What were the patterns to the program planned for the student? Practices to KeepPractices to ChangeNext Steps Questions:Circle One Was the necessary relevant information included in the student's IEP?YN Was there a clear relationship between the identified needs, goals, and services?YN Were subsequent goals and services/placement consistent with progress made?YN Was the student's program reasonably planned to result in educational benefit?YN Summary of Educational Benefit Review Process (Youtsey, 2006)

41. Revised 03/08 SERC Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: mastered 25 functional site words related to Language Arts WIAT : Reading 48 Lang 64 Prefers books on tape and low level, high interest books Reading and oral language is significan tly below grade level When in the library, (bookstore) identify 3 books of interest Given 50 functional pictures, match corresponding functional word When in small groups, select functional words related to task learning center 3.75 hrs/month Community 2 hrs/wk Regular class 90 minute daily English Math History MSS MSS No California Department of Education