the educational benefit review process

The Educational Benefit Review Process

A Process for Reflection on the Quality of IEPs

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Revised 8/08

Today’s AgendaReview background of Educational

Benefit Review Process

Provide overview of process

Complete each step of process

Reflect on next steps

Revised 11/07 SERC 2

OutcomesDescribe what constitutes

“educational benefit”; andDetermine if the design of a

student’s Individualized Education Program (IEP) was reasonably calculated for educational benefit.


Essential Question for Learning

How can the development of an IEP be reasonably calculated to increase the likelihood of the student achieving educational benefit?


What is “Educational Benefit”?

Dialogue with your team

What does this mean to you?


Board of Education of the Hendrick Hudson School District v. Rowley, 458 U.S. 176 (1982)

Supreme Court’s first IDEA case

Providing a Free and Appropriate Public Education (FAPE)Rowley “2 PRONG TEST”

1. Did they comply with the procedural requirements of IDEA? (Procedural Prong) AND

2. Did they develop an IEP reasonably calculated to enable the child to receive educational benefit? (Substantive Prong)


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)

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.

Revised 11/07 SERC 9Rowley

Educational Benefit Review Process

The Steps and Protocol

The ComponentsReviewing 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)

Steps for the ProcessSTEP 1 Record InformationSTEP 2 Analyze RelationshipsSTEP 3 Compare to Prior YearSTEP 4 Review of QualitySTEP 5 Discuss Overall Educational

Benefit(Youtsey, 2006)


Notes on Reflection


Practices to Keep Practices to Change

SERC 14

STEP 1- Record Information Jigsaw the documentationLook 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)Revised 11/07

SERC 15

STEP 1- Record InformationRecord what is written on each IEP

Must be present in IEP Is verbatim Abbreviations are acceptable NO Paraphrasing or summarizing are

Revised 11/07

For Example…



Present Level of Academic

Achievement & Functional

Performance, Including

Strengths & Interestspp. 4 & 5

Concerns/ Needs

Requiring Specially Designed

Instructionpp. 4 & 5

Impact on Involvement & Progress in the General Education Curriculumpp. 4 & 5

Goals & Objectives/ Accommodations &

Modificationspp. 7 & 8

Services & Placement/

Sites p. 11

Progress on Goals

& Objectives

p. 7






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7

Language Arts:WJ-III-Word Attack 83 SS (12%tile); DRA level 20 (Approx. 2nd grade level)- 73 CWPM; fluency is mostly word by word, with some punctuation use, Retelling includes main idea or problem, most significant events, and some details, retelling is generally organized and sequenced; WJ-III-spelling, 81 SS (10%tile); Writing prompt 4 rubric score, frequent spelling errors, likes to write about non-fiction, especially science

Word attack and spelling skills, lacks fluency

Weaknesses in decoding and spelling impact the ability to read text and provide written responses in class

Goal: Using 3rd grade level text, will use phonics skills to decode a passage to 100 CWPM1. Using 3rd grade level text,

will identify basic sight words with 95% accuracy

2. Using 3rd grade level text, will identify consonant clusters with 95% accuracy

3. Using 3rd grade level text, will retell a story with main idea or problem, all significant events, and many supporting details in proper sequence and is coherent to a rubric score of 4

Accommodations: Use 2nd grade level text, text to speech and have peers read text

Reading in general education classroom for 90 mins per dayResource room for 90 mins per weekMath, social studies, and science

S(DRA-level 28; 85 CWPM )1-S (Reading probe-90% accuracy)2-S (Reading probe-87% accuracy)3-M (DRA –Score of 4)

Domain






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Strengths






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Present Level






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Interests/learning preferences






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Concerns






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Impact statement






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7









Reading in general education classroom for 90 mins per dayResource room for 90 mins per weekMath, social studies, and scien


Goals, Objectives, Accommodations, & Modifications






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Service & Placement






Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Progress

Please SelectFacilitator

Keep group focused on task

Recorder Record responses for the group

All the rest will serve as reporters


Summary of Step 1

Review each question

Use evidence from IEP

Come to consensus


What did we learn?

Share one highlight from your conversation


STEP 2- Analyze Relationships

Consider each IEP separately

Draw circles and arrows to designate alignment

Draw empty circles to designate gaps


For Example…







Concerns/ Needs







Sites p. 11

Progress on Goals

& Objectives

p. 7











Summary of Step 2



Come to consensus


What did we learn?



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


p. 12

For Example…


SERC 38Revised 11/07





Concerns/ Needs

Requiring Specially Designed Instructio

npp. 4 & 5

Impact on Involvement & Progress

in the General

Education Curriculumpp. 4 & 5




Sites p. 11

Progress on Goals & Objectives

p. 7


+ Word attack and spelling skills, lacks fluency

O Weaknesses in decoding and spelling impact the ability to read text and provide written responses in class

O Goal: Using 3rd grade level text, will use phonics skills to decode a passage to 100 CWPM1. Using 3rd grade level

text, will identify basic sight words with 95% accuracy




+

?

+

+

Reading in general education classroom for 90 mins per dayResource room for 90 mins per week

Math, social studies, and science

-

O

S(DRA-level 28; 85 CWPM )

1-S (Reading probe-90% accuracy)

2-S (Reading probe-87% accuracy)

3-M (DRA –Score of 4)

+

+

+Last year’s IEP stated: Word attack and spelling skills, lacks

fluency

Last year’s IEP stated: Weaknesses in decoding and spelling impact the ability to

read text and provide written responses in

class

Last year’s IEP stated:Using 3rd grade level text, will use phonics

skills to decode a passage to 65 CWPM

Given a list of sight words in isolation, will identify them to 95% accuracy

Accommodations: Use picture cues to read

Last year’s IEP stated: WJ-III- Word Attack 83 SS; DRA level 12-42 CWPM; student sounds out each and

every single word when reading, does not use punctuation

Last year’s IEP stated:Reading in

general education

classroom for 90 mins per

day

Last year’s IEP stated: Math, social studies,

science

Last year’s IEP stated:

M (73 CWPM) S (85%

accuracy) M (97%

accuracy)

Codes to Remember


o No change from prior year

+ Increased complexity, progress, or time with non-disabled peers

- Decreased complexity, progress or time with non-disabled peers

Summary of Step 3



Come to consensus


What did we learn?



STEP 4- Review of Quality

Quality indicators Age-appropriate Use of general education content and

expectations Address missing skills Generalizes across settings Observable, measurable, related Progress monitoring Family participation


p. 14

For Example…


Summary of Step 4



Come to consensus


p. 17-18

What did we learn?



STEP 5- Discuss Overall Educational Benefit Decide if IEP was reasonably planned

Use summaries from previous stepsLook for patterns in the IEP


For Example…


Overall Summary



Come to consensus


SERC 49

What did we learn?

3 practices you will keep

2 practices you will change

1 remaining question

Revised 11/07

Time to Action PlanWhat outcome do what to achieve?

What will it be done?

Who will oversee that it is done?

When will it be done by?


For ExampleOutcome Action Steps Lead

PersonCompletion Date

Results

To increase family participation in writing present levels of performance and goals & objectives

•Provide 2 informational meetings at different times of the day/evening•Hold conferences with principal, special education teacher and family

Kim January 31, 2009

•Record the participation in the informational meetings•Record the number of families that have had conferences•Demonstrate the difference in how IEPs are written


Time to Network

One stay, the rest stray

Count off


Time to NetworkShare the ideas and actions in the

plan

Ask clarifying questions

Make notes for changes in your plan


Really Cool Ideas

Share one really cool idea you heard


Contact UsDonnah Rochester(860)632-1485 ext. [email protected]

Anne Marie Davidson(860)632-1485 ext. [email protected]


mailto:[email protected]

mailto:[email protected]

the educational benefit review process

Documents

meaning of educational

general education

overview of process

team process

step of process

teamflairsflip chart

quality of ieps

steps overhead markers