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The Educational Benefit Review Process

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. A Process for Reflection on the Quality of IEPs . The Educational Benefit Review Process. Revised 8/08. Today’s Agenda. Review background of Educational Benefit Review Process Provide overview of process

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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 A Process for Reflection on the Quality of IEPs The Educational Benefit Review Process Revised 8/08

  2. Today’s Agenda • Review background of Educational Benefit Review Process • Provide overview of process • Complete each step of process • Reflect on next steps SERC

  3. Outcomes • Describe what constitutes “educational benefit”; and • Determine if the design of a student’s Individualized Education Program (IEP) was reasonably calculated for educational benefit. SERC

  4. Essential Question for Learning How can the development of an IEP be reasonably calculated to increase the likelihood of the student achieving educational benefit? SERC

  5. What is “Educational Benefit”? Dialogue with your team What does this mean to you? SERC

  6. Supreme Court’s first IDEA case Board of Education of the Hendrick Hudson School District v. Rowley, 458 U.S. 176 (1982)

  7. Providing a Free and Appropriate Public Education (FAPE) Rowley“2 PRONG TEST” • Did they comply with the procedural requirements of IDEA? (Procedural Prong) AND • Did they develop an IEP reasonably calculated to enable the child to receive educational benefit? (Substantive Prong) SERC

  8. 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) SERC

  9. 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. Rowley SERC

  10. The Steps and Protocol Educational Benefit Review Process

  11. The Components • Reviewing 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) SERC

  12. Steps for the Process • STEP 1 Record Information • STEP 2 Analyze Relationships • STEP 3 Compare to Prior Year • STEP 4 Review of Quality • STEP 5 Discuss Overall Educational Benefit (Youtsey, 2006) SERC

  13. Notes on Reflection SERC

  14. STEP 1- Record Information • Jigsaw the documentation • Look 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) SERC

  15. STEP 1- Record Information • Record what is written on each IEP • Must be present in IEP • Is verbatim • Abbreviations are acceptable • NO Paraphrasing or summarizing are SERC

  16. For Example… SERC

  17. SERC

  18. Domain SERC

  19. Strengths SERC

  20. Present Level SERC

  21. Interests/learning preferences SERC

  22. Concerns SERC

  23. Impact statement SERC

  24. Goals, Objectives, Accommodations, & Modifications SERC

  25. Service & Placement SERC

  26. Progress SERC

  27. Please Select • Facilitator • Keep group focused on task • Recorder • Record responses for the group • All the rest will serve as reporters SERC

  28. Summary of Step 1 • Review each question • Use evidence from IEP • Come to consensus SERC

  29. What did we learn? Share one highlight from your conversation SERC

  30. STEP 2- Analyze Relationships • Consider each IEP separately • Draw circles and arrows to designate alignment • Draw empty circles to designate gaps SERC

  31. For Example… SERC

  32. SERC

  33. SERC

  34. Summary of Step 2 • Review each question • Use evidence from IEP • Come to consensus SERC

  35. What did we learn? Share one highlight from your conversation SERC

  36. 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 SERC

  37. For Example… SERC

  38. 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: Word attack and spelling skills, lacks fluency Last year’s IEP stated: Reading in general education classroom for 90 mins per day Last year’s IEP stated: M (73 CWPM) S (85% accuracy) M (97% accuracy) 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: Math, social studies, science SERC

  39. Codes to Remember SERC

  40. Summary of Step 3 • Review each question • Use evidence from IEP • Come to consensus SERC

  41. What did we learn? Share one highlight from your conversation SERC

  42. 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 SERC

  43. For Example… SERC

  44. Summary of Step 4 • Review each question • Use evidence from IEP • Come to consensus p. 17-18 SERC

  45. What did we learn? Share one highlight from your conversation SERC

  46. STEP 5- Discuss Overall Educational Benefit Decide if IEP was reasonably planned • Use summaries from previous steps • Look for patterns in the IEP SERC

  47. For Example… SERC

  48. Overall Summary • Review each question • Use evidence from IEP • Come to consensus SERC

  49. What did we learn? • 3 practices you will keep • 2 practices you will change • 1 remaining question SERC

  50. Time to Action Plan • What outcome do what to achieve? • What will it be done? • Who will oversee that it is done? • When will it be done by? SERC

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