the educational benefit review process a reflective process designed by the california department of...

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

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What is “Educational Benefit”?

Dialogue with your neighbor

What does this term mean to you?

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Essential Questions

Does the IEP meet procedural requirements?

Was the IEP reasonably planned to provide appropriate opportunities for the child to receive educational benefit?

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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)

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Focused Monitoring

“The primary focus of Federal and State monitoring activities…

improving educational results and functional outcomes for all children with disabilities”

IDEA 04 §IDEA 04 § 616 (a)(2) 616 (a)(2)

Educational Benefit Review Process

The Steps and Protocol p. 3

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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)

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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)

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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

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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

Present Level

Need /Con.

Goals & Obj./ Accom. & Mod.

Serv. /Place.

Pr. Adj

Academic/Cognitive Language Arts:Can decode on grade levelKTEA Read 3.4 G.E.Oral Reading Inventory 3.2 G.E

California Department of Education

Domain

Present Level

Need /Con.


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

S

M

S

No


Strengths

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


Present Level

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


Concerns

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


Goals, Objectives, Accommodations,

& Modifications

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


Service & Placement

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


Progress

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


IEP Adjusted?

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


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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

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STEP 2- Analyze Relationships

Consider each IEP separately

Determine alignment among the components

Draw circles and arrows to designate alignment

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


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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

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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

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

Can decode on grade levelKTEA Read 2.6 G.E.Oral Reading Inventory 2.0 G.E

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

0Comp. is sig. below grade level

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

+0Im

prov

e co

mp

of

read

mat

eria

l fro

m

2.9

to 4

.0

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

+0

0Given passage state 2 details

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

+0

0

-

Given passage

answer correctly

6/6 W questions

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


0

+

+0

0

-

Learning center 3.75 hrs/wk

Present Level

Need /Con.


Serv. /Place.

Pr. Adj



0 Improve comp of read material from 3.2 to 5.0



+ Learn.center 3.75 hrs/wk

0 S

M

S

No


+

0

0

+

+0

0

0

-

S

S

S

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

+

+

0

0

0 0

0-

Present Level

Need /Con.


Serv. /Place.

Pr. Adj







S

M

S

No


+

+

+

0

0

0 0

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

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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

Summary of Educational Benefit Review Process

Questions/Notes: Circle One

Was the necessary relevant information included in the student's IEP?

Y N

Was there a clear relationship between the identified needs, goals, and services?

Y N

Were subsequent goals and services/placement consistent with progress made?

Y N

What were the patterns to the program planned for the student?

Practices to Keep Practices to Change

Was the student's program reasonably planned to result in educational benefit?

Y N

(Youtsey, 2006)

p. 14

Use data to determine needs Be more specific w/ needs

The Next Step

Planning How to Use

Educational Benefit Review Process

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http://www.state.ct.us/sde/

[email protected]

the educational benefit review process a reflective process designed by the california department of...

Documents

grade levelktea

annual goals

detailsgiven passage

grade levelimprove comp

oral reading inventory

educational benefityoutsey

wh questionslearn

record informationrecord