examining the relationship of quality ieps to student progress a reflective process to promote...
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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
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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)
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
Domain
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 3.4 G.E.Oral Reading Inventory 3.2 G.E.
Present Level
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 3.4 G.E.Oral Reading Inventory 3.2 G.E.
Comp. is sig. below grade level
Concerns
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Goals, Objectives, Accommodations,
& Modifications
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
Service
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
Progress
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
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
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
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 –
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
o No change from prior year
+ Increased complexity or progress
- Decreased complexity or progress
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
KTEA Reading 2.1 G.E.Oral Reading Inventory 2.5 G.E.
+
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
Comp. is sig. below grade level
+
O
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O
Improve comp of read material from 2.5 to 4.0
+
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O
Given passage state 2 details
+
O
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O
Given passage ans correctly 6/6 W quest
+
O
-
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O+
O
-
O
Learning center 3.75 hrs/wk
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O+
O
-
O
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Present Levels
Concerns Goals/ Objectives
Services Progress
Academic/Cognitive Language Arts:
KTEA Reading 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 detailsGiven passage ans correctly 5/6 W quest
Learning center 3.75 hrs/wk
S
S
S
+
O+
O
-
O
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Keeping Track
+ ∆