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25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. The Educational Benefit Review Process. A Reflective Process Designed by the California Department of Education. 9/06. What is “Educational Benefit”?. Dialogue with your neighbor What does this term mean to you?.
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25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 9/06
What is “Educational Benefit”? Dialogue with your neighbor • What does this term mean to you? SERC
Essential Questions • Does the IEP meet procedural requirements? • Was the IEP reasonably planned to provide appropriate opportunities for the child to receive educational benefit? SERC
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) SERC
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) SERC
p. 3 Educational Benefit Review Process The Steps and Protocol
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) SERC
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) SERC
p. 4 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 SERC
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 SERC
Domain California Department of Education
Strengths California Department of Education
Present Level California Department of Education
Concerns California Department of Education
Goals, Objectives, Accommodations, & Modifications California Department of Education
Service & Placement California Department of Education
Progress California Department of Education
IEP Adjusted? California Department of Education
p. 5 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 SERC
STEP 2- Analyze Relationships • Consider each IEP separately • Determine alignment among the components • Draw circles and arrows to designate alignment SERC
p. 6 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 SERC
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 SERC
Can decode on grade level KTEA Read 2.6 G.E. Oral Reading Inventory 2.0 G.E + California Department of Education
Comp. is sig. below grade level 0 + California Department of Education
Improve comp of read material from 2.9 to 4.0 0 + + California Department of Education
Given passage state 2 details 0 + + 0 California Department of Education
Given passage answer correctly 6/6 W questions 0 + + 0 - California Department of Education
Learning center 3.75 hrs/wk 0 0 + + 0 - California Department of Education
S S S 0 0 0 + + + 0 0 - California Department of Education
0 0 0 + + + 0 0 - California Department of Education
0 0 0 + + + 0 0 - California Department of Education
p. 7 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 SERC
p. 14 Summary of Educational Benefit Review Process Be more specific w/ needs Use data to determine needs (Youtsey, 2006)
The Next Step Planning How to Use Educational Benefit Review Process
http://www.state.ct.us/sde/ mearman@ctserc.org SERC