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The Educational Benefit Review Process

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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The Educational Benefit Review Process

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  1. 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

  2. What is “Educational Benefit”? Dialogue with your neighbor • What does this term mean to you? 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? 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) 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) SERC

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

  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) 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) SERC

  9. 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

  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 SERC

  11. Domain California Department of Education

  12. Strengths California Department of Education

  13. Present Level California Department of Education

  14. Concerns California Department of Education

  15. Goals, Objectives, Accommodations, & Modifications California Department of Education

  16. Service & Placement California Department of Education

  17. Progress California Department of Education

  18. IEP Adjusted? California Department of Education

  19. California Department of Education

  20. 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

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

  22. California Department of Education

  23. 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

  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 SERC

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

  26. Comp. is sig. below grade level 0 + California Department of Education

  27. Improve comp of read material from 2.9 to 4.0 0 + + California Department of Education

  28. Given passage state 2 details 0 + + 0 California Department of Education

  29. Given passage answer correctly 6/6 W questions 0 + + 0 - California Department of Education

  30. Learning center 3.75 hrs/wk 0 0 + + 0 - California Department of Education

  31. S S S 0 0 0 + + + 0 0 - California Department of Education

  32. 0 0 0 + + + 0 0 - California Department of Education

  33. 0 0 0 + + + 0 0 - California Department of Education

  34. 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

  35. p. 14 Summary of Educational Benefit Review Process Be more specific w/ needs Use data to determine needs (Youtsey, 2006)

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

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

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