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 Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services January 27, 2006

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What is “Educational Benefit”?

Determine with a Neighbor

What does this term mean to you?

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What is Educational Benefit?

Instruction that is reasonably calculated to enable the child to achieve passing marks and advance from grade to grade

Judge Rehnquist

BOE v. Rowley decision, June 28,1982

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Educational Benefit

Educational Benefit can be measured by… Passing marks Advancement from grade to grade Progress toward goals and objectives Improved scores on district/statewide

assessments/ alternate assessment Passing the high school exit exam

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IDEA ‘04

The IEP must include… “a statement of the special education and related

services and supplementary aids and services,…to be provided to the child,…

to advance appropriately toward attaining the annual goals;

to be involved in and make progress in the general education curriculum … and to participate in extracurricular and other nonacademic activities…”

Section 614 (d)(1)(A)(i)(IV)Section 614 (d)(1)(A)(i)(IV)

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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”

Section 616 (a)(2)Section 616 (a)(2)

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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.”

Alan Coulter

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Current Underlying Concept

Compliance Consists of Two Interrelated Elements:

Educational Procedures

+

Educational Benefit (Results)

BOE v. Rowley, decision, June 28, 1982

www.hdc.lsuhsc.edu

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How is Educational Benefit Obtained?

“instruction… should be reasonably calculated to enable the child to achieve passing marks and advance from grade to grade”

Judge Rehnquist

BOE v. Rowley decision, June 28,1982

Assessing for Educational Benefit

A Process for Districts to Examine IEPs

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Educational Benefit Analysis

Reviewing IEP documentation for a 3-year cycle

Analyzing the relationship among needs, goals, and services

Comparing progress across annuals Looking for patterns in the planning process Discussing if the IEP was reasonably planned

to result in educational benefit Reviewing the child’s progress

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Steps for the Process

STEP 1Chart what is recorded in the IEPs about needs, goals and objectives, services and progress.

STEP 2Analyze the needs, goals and services within each IEP for alignment.

STEP 3Compare across each IEP to determine progression of progress (or lack of progress).

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STEP 1

Jigsaw the documentation of each IEP

Look for… Present Level of Performance (p 3) Goals & Objectives, Accommodations &

Modifications (pp 4 & 8) Services (p 5) Progress made on annual goals (p 4)

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STEP 1

For each IEP Record what is written on the IEP.

Information must be present in the IEP Information is verbatim as much as possible Short-hand and abbreviations are ok, but

paraphrasing or summarizing is not

Color Coded Green- what is written in IEP Blue-strengths Red-supporting documents (psy. evals)

Present Levels

Concerns Goals/ Objectives

Services Progress

Academic/Cognitive Language Arts:

Domain

Present Levels


Services Progress


KTEA Reading 3.4 G.E.Oral Reading Inventory 3.2 G.E.

Present Level

Present Levels


Services Progress



Comp. is sig. below grade level

Concerns

Present Levels


Services Progress




Improve comp of read material from 3.2 to 5.0

Given passage state 2 detailsGiven passage ans correctly 5/6 W quest

Goals, Objectives, Accommodations,

& Modifications

Present Levels


Services Progress






Learning center 3.75 hrs/wk

Service

Present Levels


Services Progress







S

S

S

Progress

Present Levels


Services Progress







S

S

S

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STEP 2

For each IEP The group will determine the alignment

between each component The recorder will draw circles and

arrows to show alignment

Present Levels


Services Progress







S

S

S

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STEP 3

Comparing each IEP The group will determine if there was a

change from the previous IEP to the next IEP

The recorder will note the changes using 0, +, or –

Present Levels


Services Progress







S

S

S

o No change from prior year

+ Increased complexity or progress

- Decreased complexity or progress

Present Levels


Services Progress







S

S

S


+

Present Levels


Services Progress







S

S

S


+

O

Present Levels


Services Progress







S

S

S

+

O


+

Present Levels


Services Progress







S

S

S

+

O

Given passage state 2 details

+

O

Present Levels


Services Progress







S

S

S

+

O

Given passage ans correctly 6/6 W quest

+

O

-

Present Levels


Services Progress







S

S

S

+

O+

O

-

O


Present Levels


Services Progress







S

S

S

+

O+

O

-

O

Present Levels


Services Progress







S

S

S

+

O+

O

-

O

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Keeping Track

+ ∆

Documents

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