The Educational Benefit Review Process

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 A Process for Reflection on the Quality of IEPs The Educational Benefit Review Process Revised 8/08

2. Today’s Agenda • Become familiar with the file review protocol • Understand the “Educational Benefit Review Process” • Provide feedback regarding concerns and improvements • Setting the stage for day 1 site visits SERC

3. Supreme Court’s first IDEA case Board of Education of the Hendrick Hudson School District v. Rowley, 458 U.S. 176 (1982)

4. Providing a Free and Appropriate Public Education (FAPE) Rowley’s “2 PRONG TEST” • Did they comply with the procedural requirements of IDEA? (Procedural Prong) AND • Did they develop an IEP reasonably calculated to enable the child to receive educational benefit? (Substantive Prong) SERC

5. Reasonable Calculation The Procedural Prong (not an exhaustive list) • Identified needs; • Goals in each need area; and • Services to support progress toward goals & general curriculum. (Drouin, 2004) SERC

6. Educational Benefit 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. Rowley SERC

7. The Steps and Protocol Educational Benefit Review Process

8. The Components • Reviewing IEPs for a 3-year cycle; • Analyzing the relationship; • Comparing progress; • Reviewing for quality; and • Determining if IEP was reasonably planned to receive educational benefit. (Drouin, 2004) SERC

9. Steps for the Process • STEP 1 Record Information • STEP 2 Analyze Relationships • STEP 3 Compare to Prior Year(Youtsey, 2006) • STEP 4 Compliance Review SERC

10. Notes on Reflection SERC

11. STEP 1- Record Information • Jigsaw the documentation • Look for… • Present Level of Performance, Concerns, Impact Statements (pp. 4-5) • Goals & Objectives, Accommodations & Modifications (pp. 7 & 8) • Services (p. 11) • Progress made on annual goals (p. 7) and (pp. 4-5 of the next IEP) SERC

12. STEP 1- Record Information • Record what is written on each IEP • Must be present in IEP • Is verbatim • Abbreviations are acceptable • NO Paraphrasing or summarizing are SERC

13. STEP 2- Analyze Relationships • Consider each IEP separately • Draw circles and arrows to designate alignment • Draw empty circles to designate gaps SERC

14. STEP 3- Compare to Prior Year • Compare progress from • year 1 to year 2 • year 2 to year 3 • Note changes with: • 0 = No change • + = Increased complexity, time with non-disabled peers, or progress • - = Decreased complexity, time with non-disabled, or progress SERC

15. Codes to Remember SERC

16. STEP 4- SERC

17. Day 1 Site Visit • CSDE Co-Lead(s) – lead the group • SERC Facilitator – will facilitate the process (lead the steps) • SERC Support – will be a member of the site visit team, could track the file review questions • LEA Representative – support along side the district • 10 District personnel – actually conducting the process SERC

18. What did we learn? • 3things you want to keep • 2things you want to change • 1 remaining question SERC