Presentation is loading. Please wait.

Presentation is loading. Please wait.

The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT.

Published byJessica Perry Modified over 8 years ago

Similar presentations

Presentation on theme: "The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT."— Presentation transcript:

1 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

2 5/06 SERC 2 What is “Educational Benefit”? Dialogue with your neighbor What does this term mean to you?

3 5/06 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?

4 5/06 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)

5 5/06 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)

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

7 5/06 SERC 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)

8 5/06 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)

9 5/06 SERC 9 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

10 5/06 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

11 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E California Department of Education Domain

12 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Strengths

13 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Present Level

14 Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Concerns

15 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Goals, Objectives, Accommodations, & Modifications

16 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Service & Placement

17 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education Progress

18 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education IEP Adjusted?

19 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education

20 5/06 SERC 20 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

21 5/06 SERC 21 STEP 2- Analyze Relationships Consider each IEP separately Determine alignment among the components Draw circles and arrows to designate alignment

22 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education

23 5/06 SERC 23 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

24 5/06 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

25 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + Can decode on grade level KTEA Read 2.6 G.E. Oral Reading Inventory 2.0 G.E

26 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + 0 Comp. is sig. below grade level

27 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + + 0 Improve comp of read material from 2.9 to 4.0

28 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + + 0 0 Given passage state 2 details

29 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + + 0 0 - Given passage answer correctly 6/6 W questions

30 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education 0 + + 0 0 - Learning center 3.75 hrs/wk

31 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E Comp. is sig. below grade level 0 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 0 SMS SMS No California Department of Education + 0 0 + + 0 0 0 - SSS

32 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + + + 0 0 00 0 -

33 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA Read 3.4 G.E. Oral Reading Inventory 3.2 G.E 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 SMS SMS No California Department of Education + + + 0 0 00 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

34 5/06 SERC 34 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

35 Summary of Educational Benefit Review Process Questions/Notes: Circle One Was the necessary relevant information included in the student's IEP? YN Was there a clear relationship between the identified needs, goals, and services? YN Were subsequent goals and services/placement consistent with progress made? YN What were the patterns to the program planned for the student? Practices to KeepPractices to Change Was the student's program reasonably planned to result in educational benefit? YN (Youtsey, 2006) p. 14 Use data to determine needs Be more specific w/ needs

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

37 5/06 SERC 37 http://www.state.ct.us/ sde/ mearman@ctserc.org

Download ppt "The Educational Benefit Review Process A Reflective Process Designed by the California Department of Education 25 Industrial Park Road, Middletown, CT."

Similar presentations

National Accessible Reading Assessment Projects Defining Reading Proficiency for Accessible Large Scale Assessments Principles and Issues Paper American.

National Accessible Reading Assessment Projects Defining Reading Proficiency for Accessible Large Scale Assessments Principles and Issues Paper American.
Special Education. The purpose of the Individuals with Disabilities Education Act (IDEA 2004) is to assure that all children with disabilities are provided.

Special Education. The purpose of the Individuals with Disabilities Education Act (IDEA 2004) is to assure that all children with disabilities are provided.
Module 1 Learning More about the Summary of Functional Performance Every day, we are honored to take action that inspires the world to discover, love and.

Module 1 Learning More about the Summary of Functional Performance Every day, we are honored to take action that inspires the world to discover, love and.
IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Services Special Factors/Considerations.

IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Services Special Factors/Considerations.
NCLB Basics From “What Parents of Students with Disabilities Need to Know & Do” National Center on Educational Outcomes University of Minnesota

NCLB Basics From “What Parents of Students with Disabilities Need to Know & Do” National Center on Educational Outcomes University of Minnesota
IDEA and NCLB Accountability and Instruction for Students with Disabilities SCDN Presentation 9/06 Candace Shyer.

IDEA and NCLB Accountability and Instruction for Students with Disabilities SCDN Presentation 9/06 Candace Shyer.
TEKS BASED IEPs PLAAFPS GOALS & OBJECTIVES

TEKS BASED IEPs PLAAFPS GOALS & OBJECTIVES
Accommodations and Modifications Making classroom instruction work for all students.

Accommodations and Modifications Making classroom instruction work for all students.
Standards-Based IEPs Writing Goals and Objectives 2012-2013.

Standards-Based IEPs Writing Goals and Objectives
The UNA University Writing Center Writing & Research Process Workshop Series Dr. Robert T. Koch Jr. Director, University Writing Center University of North.

The UNA University Writing Center Writing & Research Process Workshop Series Dr. Robert T. Koch Jr. Director, University Writing Center University of North.
© 2006 Pearson Education Inc., publishing as Longman Publishers Chapter 7: Organizing Ideas Reading Across the Disciplines: College Reading and Beyond,

© 2006 Pearson Education Inc., publishing as Longman Publishers Chapter 7: Organizing Ideas Reading Across the Disciplines: College Reading and Beyond,
Creating Responsive Learning Environments Mercer, Ch. 1.

Creating Responsive Learning Environments Mercer, Ch. 1.
Developing Short-Term Instructional Objectives For Effective Implementation of Common Core State Standards.

Developing Short-Term Instructional Objectives For Effective Implementation of Common Core State Standards.
1 Common IEP Errors and Legal Requirements. 2 Today’s Agenda Parent Survey Results Procedural Compliance Self Assessment Results.

1 Common IEP Errors and Legal Requirements. 2 Today’s Agenda Parent Survey Results Procedural Compliance Self Assessment Results.
RTI Implementer Webinar Series: What is RTI?

RTI Implementer Webinar Series: What is RTI?
Strategies for Writing Meaningful, Measureable IEP Goals Presented to all Davis School District Related Service Providers November 2011 Based on a presentation.

Strategies for Writing Meaningful, Measureable IEP Goals Presented to all Davis School District Related Service Providers November 2011 Based on a presentation.
1 Early Childhood Special Education Connecticut State Department of Education Early Childhood Special Education Maria Synodi.

1 Early Childhood Special Education Connecticut State Department of Education Early Childhood Special Education Maria Synodi.
Chapter 2 Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion Each Power Point presentation can be viewed as.

Chapter 2 Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion Each Power Point presentation can be viewed as.
STANDARDS BASED GOALS and OBJECTIVES

STANDARDS BASED GOALS and OBJECTIVES
Examining the Relationship of Quality IEPs to Student Progress A Reflective Process to Promote Reasonable Calculations for Educational Benefit 25 Industrial.

Examining the Relationship of Quality IEPs to Student Progress A Reflective Process to Promote Reasonable Calculations for Educational Benefit 25 Industrial.

Similar presentations

Ads by Google