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The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT.

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Presentation on theme: "The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT."— Presentation transcript:

1 The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 9/06

2 5/06 SERC 2 What is “Educational Benefit”? Dialogue with your neighbor What does this term mean to you?

3 5/06 SERC 3 Essential Questions Does the IEP meet procedural requirements? Was the IEP reasonably planned to provide appropriate opportunities for the child to receive educational benefit?

4 5/06 SERC 4 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.” (Coulter, 2004)

5 5/06 SERC 5 Focused Monitoring “The primary focus of Federal and State monitoring activities… improving educational results and functional outcomes for all children with disabilities” IDEA 04 § 616 (a)(2)

6 Educational Benefit Review Process The Steps and Protocol p. 3

7 5/06 SERC 7 The Components 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. (Drouin, 2004)

8 5/06 SERC 8 Steps for the Process STEP 1 Record Information STEP 2 Analyze Relationships STEP 3 Compare to Prior Year STEP 4 Discuss Overall Educational Benefit (Youtsey, 2006)

9 5/06 SERC 9 STEP 1- Record Information What information is included in the IEP? Chart what is recorded in each IEP Present Level of Performance (including student strengths) Needs/Concerns Goals & Objectives, Accommodations & Modifications Services/Placement Progress made on annual goals (located on goals & objectives pages p. 4

10 5/06 SERC 10 STEP 1- Record Information Record all information exactly as it appears in the IEP Short-hand or abbreviations can be used Avoid paraphrasing or summarizing

11 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 California Department of Education Domain

12 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 Strengths

13 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 Present Level

14 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

15 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

16 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

17 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

18 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?

19 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

20 5/06 SERC 20 STEP 2- Analyze Relationships 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 p. 5

21 5/06 SERC 21 STEP 2- Analyze Relationships Consider each IEP separately Determine alignment among the components Draw circles and arrows to designate alignment

22 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

23 5/06 SERC 23 STEP 3- Compare to Prior Year 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 From year 1 to year 2 year 2 to year 3 p. 6

24 5/06 SERC 24 STEP 3- Compare to Prior Year 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

25 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 + Can decode on grade level KTEA Read 2.6 G.E. Oral Reading Inventory 2.0 G.E

26 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 Comp. is sig. below grade level

27 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 Improve comp of read material from 2.9 to 4.0

28 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 Given passage state 2 details

29 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 - Given passage answer correctly 6/6 W questions

30 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 0 - Learning center 3.75 hrs/wk

31 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 0 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 0 SMS SMS No California Department of Education + 0 0 + + 0 0 0 - SSS

32 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 -

33 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

34 5/06 SERC 34 STEP 4- Discuss Overall Educational Benefit 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 p. 7

35 Summary of Educational Benefit Review Process Questions/Notes: 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 What were the patterns to the program planned for the student? Practices to KeepPractices to Change Was the student's program reasonably planned to result in educational benefit? YN (Youtsey, 2006) p. 14 Use data to determine needs Be more specific w/ needs

36 The Next Step Planning How to Use Educational Benefit Review Process

37 5/06 SERC 37 http://www.state.ct.us/ sde/ mearman@ctserc.org

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