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Educational Benefit Review Educational Benefit Review

Educational Benefit Review - PowerPoint Presentation

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Educational Benefit Review - PPT Presentation

ED Benefit Educational Benefit Purpose To determine if the students Individualized Education Program IEP was reasonably calculated for the student to receive educational benefit over three consecutive years ID: 728401

services benefit year student

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Slide1

Educational Benefit Review(ED Benefit)Slide2

Educational Benefit

PurposeTo determine if the student’s Individualized Education Program (IEP) was reasonably calculated for the student to receive educational benefit over three consecutive years.

Overview

There are four broad steps in the educational benefit review process

Chart the IEP information within each year about the student’s needs, present levels of performance, goals, programming, services, supports and progress

Analyze each IEP to determine if information about the student’s needs, present levels of performance, goals, programming, services, supports and progress are complete and interrelated/aligned.

Compare the analysis of each year’s IEP in order to determine if decisions made were based on progress or lack of progress

Assess educational benefit based on the information gathered, analyzed and compared within and across IEP’s reviewedSlide3

When is Ed Benefit Review Used?When Used:

Review of Educational Environments issuesGeneral Supervision Monitoring (GSM)Specific areas of need e.g. quality of IEPs, staffing concerns, program availability, scheduling and administrative decision makingSlide4

ED Benefit: Preparation Activities

A student sample is pre-selected based on decisions made by the District Team in accordance with sample selection procedures.A team of 4-5 individuals is selected to conduct the review including the following:

Facilitator

S.E. Teacher (not the student’s teacher)

G.E. Teacher (not the student’s teacher)

Person familiar with programs/services student receives (Bldg. Principal, Dept. Chair)

Other appropriate individuals (S.E. provider, S.E. administrator, Counselor)

The teacher who developed the current IEP and the student’s parent

should not be included on the team.The facilitator should provide the team with a description of the process and it’s purpose in advance of the meeting along with date, time and location for the meeting.The facilitator gathers the educational information needed to conduct the review on each selected student.Slide5

ED Benefit: Preparation Activities

Materials neededEBR Chart Colored markers: Black, Red, Green, BlueIEPs: 3 consecutive school yearsMET Report(s)Progress reports associated to IEPs

Student grades

Plan on at least 2 hours for processSlide6

ED Benefit: Charting the Information

The facilitator collects information verbally from the team members and charts the information on a large wall chart. The following information is charted:Students needs, including needs related to participation in general education and post secondary outcomes as well as disability specific needsTransition activities

Goals and objectives

Programs, services, supplementary

aids/services and program modifications

Progress

The facilitator collects information and charts all of the IEP’s that occurred during the three-year period.Slide7

Educational Benefit

PLAAFP

Transition

Goals/Objective

Program/Services

Progress

Preferences

& Interests

Curriculum

Disability Needs

Sup Services/Accom.Slide8
Slide9

ED Benefit: Analyzing the Relationships

The facilitator queries the team to examine the relationships between information charted for each IEP. Information that is connected will be circled and a line drawn between the information. Unconnected information is noted with a question mark and needs further discussion.

Relationships between the following are analyzed:

Needs to transition activities and goals/objectives

Transition activities to goals

Programs, services, supplementary aids/services and program modifications to transition activities and goals/objectives

Supplementary aids/services to needsSlide10
Slide11

ED Benefit: Comparing Relationships

The facilitator queries the team to determine the relationships between information across three years.The purpose of the year to year comparison is to establish if the following increased, decreased or stayed the same:

Student’s level of performance

Student’s transition activities

Student’s goals/objectives

Student’s programs, services, and/or supplementary aids and servicesSlide12

ED Benefit: Completing the Individual Student Summary

The team completes the summary form which involves transposing information from the wall charts to the form.The team answers a series of questions that address the following:Was a need identified in the assessment column?Was a goal or transition activity written in that area of need?

Was there a program, service, supplementary aid for that area of need?

Was progress reported in that area of need?Slide13

ED Benefit: Conclusion

Answering the Educational Benefit Review QuestionsUsing the wall charts and Student Summary form, the team answers another series of questions to determine if the student’s IEP’s were reasonably calculated to receive educational benefit.Slide14

ED Benefit Questions: #1

1. Are the assessments complete and do they identify all of the student’s needs (including, for secondary students, postsecondary outcomes and/or career assessment/functional vocational evaluation)? Slide15

ED Benefit Questions: #2

2. In Year 3, does the individualized education program (IEP), through the present level of academic achievement and functional performance (PLAAFP) statement or other IEP information, identify all of the student’s significant needs? Slide16

ED Benefit Questions: #3

3. In Year 3, are all of the student’s needs, including, for secondary students, postsecondary outcomes, preferences, and interests, addressed by goals and objectives, transition services, and/or supplementary aids and services? Slide17

ED Benefit Questions: #4

4. In Year 3, are there programs and services to support all of the student’s goals and objectives? Slide18

ED Benefit Questions: #5

5. Do the transition services provided for the student over the three-year period of review represent a coordinated set of activities related to the student’s vision for adult life? Slide19

ED Benefit Questions: #6

6. In reviewing the comparison of the PLAAFP from Year 1 to Year 2 and from Year 2 to Year 3, if the student did not make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress? Slide20

ED Benefit Questions: #7

7. In reviewing the comparison of the PLAAFP from Year 1 to Year 2 and from Year 2 to Year 3, if the student did make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress, including participation in general education? Slide21

ED Benefit Questions: #8

8. Were sufficient services provided to ensure that the student would make progress? Slide22

ED Benefit Questions: #9

9. Was this student with a disability provided with programs and services only to the extent necessary to address his/her needs? Slide23

ED Benefit Questions: #10

10. To assess for overall compliance: Considering the answers to each of the questions above, was the IEP reasonably calculated to result in educational benefit? Slide24

Case Law Connection

Burilovich v. Board of Ed of the Lincoln Consolidated Schools (Reference Notebook A 4C-1)6th Circuit (Decided and Filed – April 4, 2000)Summary judgment held that:Parents were not denied meaningful participation in the decision-making process

District staff adequately consulted with knowledgeable professionals

IEP adequately took into consideration autistic student’s unique needs and was designed to allow student to attain his maximum potential

Court did assess whether the IEP was developed through IDEA’s procedures (“

Board of Educ. v. Rowley

”) and was reasonably calculated for the child to receive educational benefits

See

id. at 2006-07, 102 S.Ct. 3034Michigan has added to this standard by requiring that an IEP be designed to develop the “maximum potential” of a child. Mich. Comp. Laws. Ann. §§ 380.170(a), 380.170(a), 380.1711(17)(a), 380.1751(1) (West 1997)