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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 - PowerPoint PPT Presentation
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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.
Revised 11/07 SERC 3
Essential Question for Learning
How can the development of an IEP be reasonably calculated to increase the likelihood of the student achieving educational benefit?
Revised 11/07 SERC 4
What is “Educational Benefit”?
Dialogue with your team
What does this mean to you?
Revised 11/07 SERC 5
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)
Revised 11/07 SERC 7
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.
Revised 11/07 SERC 8
(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.
Revised 11/07 SERC 11
(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)
Revised 11/07 SERC 12
Notes on Reflection
Revised 11/07 SERC 13
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…
Revised 11/07 SERC 16
Revised 11/07 SERC 17
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
Revised 11/07 SERC 18
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
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
Revised 11/07 SERC 19
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
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)
Strengths
Revised 11/07 SERC 20
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
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)
Present Level
Revised 11/07 SERC 21
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
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)
Interests/learning preferences
Revised 11/07 SERC 22
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
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)
Concerns
Revised 11/07 SERC 23
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
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)
Impact statement
Revised 11/07 SERC 24
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
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 scien
S(DRA-level 28; 85 CWPM )1-S (Reading probe-90% accuracy)2-S (Reading probe-87% accuracy)3-M (DRA –Score of 4)
Goals, Objectives, Accommodations, & Modifications
Revised 11/07 SERC 25
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
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)
Service & Placement
Revised 11/07 SERC 26
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
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)
Progress
Please SelectFacilitator
Keep group focused on task
Recorder Record responses for the group
All the rest will serve as reporters
Revised 11/07 SERC 27
Summary of Step 1
Review each question
Use evidence from IEP
Come to consensus
Revised 11/07 SERC 28
What did we learn?
Share one highlight from your conversation
Revised 11/07 SERC 29
STEP 2- Analyze Relationships
Consider each IEP separately
Draw circles and arrows to designate alignment
Draw empty circles to designate gaps
Revised 11/07 SERC 30
For Example…
Revised 11/07 SERC 31
Revised 11/07 SERC 32
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
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)
Revised 11/07 SERC 33
Summary of Step 2
Review each question
Use evidence from IEP
Come to consensus
Revised 11/07 SERC 34
What did we learn?
Share one highlight from your conversation
Revised 11/07 SERC 35
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
Revised 11/07 SERC 36
p. 12
For Example…
Revised 11/07 SERC 37
SERC 38Revised 11/07
Present Level of Academic
Achievement & Functional
Performance, Including
Strengths & Interestspp. 4 & 5
Concerns/ Needs
Requiring Specially Designed Instructio
npp. 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
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
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
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 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
Revised 11/07 SERC 39
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
Review each question
Use evidence from IEP
Come to consensus
Revised 11/07 SERC 40
What did we learn?
Share one highlight from your conversation
Revised 11/07 SERC 41
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
Revised 11/07 SERC 42
p. 14
For Example…
Revised 11/07 SERC 43
Summary of Step 4
Review each question
Use evidence from IEP
Come to consensus
Revised 11/07 SERC 44
p. 17-18
What did we learn?
Share one highlight from your conversation
Revised 11/07 SERC 45
STEP 5- Discuss Overall Educational Benefit Decide if IEP was reasonably planned
Use summaries from previous stepsLook for patterns in the IEP
Revised 11/07 SERC 46
For Example…
Revised 11/07 SERC 47
Overall Summary
Review each question
Use evidence from IEP
Come to consensus
Revised 11/07 SERC 48
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?
Revised 11/07 SERC 50
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
Revised 11/07 SERC 51
Time to Network
One stay, the rest stray
Count off
Revised 11/07 SERC 52
Time to NetworkShare the ideas and actions in the
plan
Ask clarifying questions
Make notes for changes in your plan
Revised 11/07 SERC 53
Really Cool Ideas
Share one really cool idea you heard
Revised 11/07 SERC 54
Contact UsDonnah Rochester(860)632-1485 ext. 381rochester@ctserc.org
Anne Marie Davidson(860)632-1485 ext. 316davidson@ctserc.org
Revised 11/07 SERC 55
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