Educational Benefit Review - PaTTAN

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2/2/2012 1 Pennsylvania Training and Technical Assistance Network Educational Benefit Review Training of Trainers for IU TaC February 3, 2012 PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

Transcript of Educational Benefit Review - PaTTAN

2/2/2012

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Pennsylvania Training and Technical Assistance Network

Educational Benefit Review

Training of Trainers for IU TaC

February 3, 2012

PaTTAN’s Mission

The mission of the Pennsylvania

Training and Technical Assistance

Network (PaTTAN) is to support the

efforts and initiatives of the Bureau of

Special Education, and to build the

capacity of local educational agencies

to serve students who receive special

education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure

Individualized Education Program (IEP)

teams begin with the general

education setting with the use of

Supplementary Aids and Services

before considering a

more restrictive environment.

Training Outcomes

Trainers will be able to:

• Present the Legal Basis for Educational Benefit Review

(EBR)

• Describe the 4-step process of Educational Benefit

Review (EBR)

• Describe the application of EBR as a tool for LEAs

• Present an EBR training to LEAs

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Role of TaC in EBR Process

Trainers (TaC)…

• are FACILITATORS

• train LEAs in EBR procedures ONLY

• are NOT a part of the EBR process

• DO NOT help LEAs make decisions about the

process or educational benefit

• are not responsible for the LEA’s EBR process

Materials Needed for Training

1. EBR PowerPoint

2. EBR PPT Handout

3. EBR Steps

4. EBR Worksheet

5. EBR Standards to be Met

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Training Materials on CD

Pennsylvania Training and Technical Assistance Network

Educational Benefit Review

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PaTTAN’s Mission

The mission of the Pennsylvania

Training and Technical Assistance

Network (PaTTAN) is to support the

efforts and initiatives of the Bureau of

Special Education, and to build the

capacity of local educational agencies

to serve students who receive special

education services.

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure

Individualized Education Program (IEP)

teams begin with the general

education setting with the use of

Supplementary Aids and Services

before considering a

more restrictive environment.

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Training Outcomes

Participants will:

• Identify the Legal Basis for Educational Benefit

Review (EBR)

• Describe and implement the four-step process

of Educational Benefit Review (EBR)

• Use the EBR as a tool for improvement of IEP

development, progress monitoring and

determining educational benefit for students

with disabilities

EBR: LEGAL BASIS

Educational Benefit Review

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Rowley (Supreme Court 1982)

Define a two-pronged test to determine if IEP

was appropriately developed:

1. Does IEP meet procedural compliance?

2. Was IEP reasonably calculated to enable child to receive

educational benefit?

►But, what is “educational benefit”?

Rowley Standard

►Defined educational benefit as “if the student

derives more than minimal or trivial progress”

►Did not require schools to maximize a

student’s potential

►Provided access, but did not require identical

access

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How does Rowley align with the standards movement,

IDEA 2004 & NCLB?

►Rowley set a threshold that districts need only

provide a "basic floor of opportunity" for

students with disabilities. IDEA '04 furthers the

Rowley standard because it:

– Adds emphasis on functional and developmental

performance.

– Requires that programs be based on peer-reviewed

research.

– Requires more comprehensive transition plans.

– Requires highly qualified staff.

How does Rowley align with the standards

movement, IDEA 2004 & NCLB?

►Under NCLB, state content standards must:

– Specify what children are expected to know and do.

– Contain rigorous content.

– Encourage the teaching of advanced skills.

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Educational Benefit Post-IDEA 2004

► IEP identifies present levels, needs related to disability and impact on involvement/progress in general curriculum

► Measurable annual goals

► Services planned to support progress toward goals and in general curriculum

► Education in LRE, participation in extracurricular & other nonacademic activities

► Transition needs are addressed (14-21)

► IEP adjusted if progress not made

Measuring Educational Benefit

Can be measured in a variety of ways

►Achieving passing marks

►Advancing from grade to grade

►Making progress toward meeting annual goals

►Improving scores on statewide/district wide

assessments & alternate assessment measures

►Graduating with a regular diploma

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Educational Benefit Review Process

►Focus is on second part of Rowley

Determine whether design of IEP is

reasonably calculated for student

to receive educational benefit

EBR: A FOUR STEP PROCESS

Educational Benefit Review

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EBR: A Four Step Process

1. Record IEP information for 3-years

2. Analyze relationships among components

3. Compare progress across consecutive IEPs

4. Look for patterns and determine if IEP was

reasonably calculated to result in educational

benefit

Educational Benefit Review (EBR)

►Purpose

– Determine if the student’s IEP is reasonably calculated for the student to achieve educational benefit

►Sample parameters

– 10 records over 3 years

– Stratified random sample

– All primary disability categories

– Elem / Middle / High School

►Team members

– Special Education Teacher

– General Education Teacher

– Someone knowledgeable about the programs

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Conducting the EBR

►Review student record for three years

– Chart IEP information

– Analyze relationships among components

– Compare progress and look for patterns

– Determine if the IEP was reasonably calculated to

result in educational benefit

– Complete the 10 questions for each student in the

sample

Step One: Chart IEP Information

►Copy verbatim phrases from IEP

►Abbreviations are acceptable, but do not

paraphrase or summarize

►Capture progress from progress reports, test

scores, report card grades and comments

►Identify sections (academic, social, physical) or

content areas (ELA, Math…) for better

organization

►Was IEP adjusted?

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EDUCATIONAL BENEFIT REVIEW WORKSHEET

Instructions: School districts participating in LRE Focused Monitoring are required to use this worksheet to address the Educational Benefit Review (EBR) in FSA #3. The school

district is to form a team, and complete one worksheet for each student on the EBR/FSA #3 list provided to the district by the BSE. The school district is to have the completed

worksheet for each student , as well as each student’s educational record, available for review by the BSE team chairperson during the onsite review.

The overall purpose of the EBR process is to determine whether the IEP was reasonably calculated to provide for educational benefit. Specific instructions about how to complete

the EBR were provided by the BSE during the monitoring training.

Name of Student ___________________________ School District ___________________________

Student’s ID Number ________________________

Present Levels of Performance

Needs/Concerns Annual Goals/Accommodations & Modifications

Services/Placement Progress Was IEP Adjusted?

EBR Chart

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Step Two: Analyze Relationships

►Consider each IEP (years) separately

►Determine alignment – the district

relationship between two or more

components (column to column)

►Look for patterns of progress across years

►Broken chains may indicate gaps

Step Three: Compare to Prior Years

►What about items that are on one year but not

other years?

►What if an item disappears from one year to

the next? Why did it disappear? Was the goal

achieved?

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Step Four: EBR Decision

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

2. In Year 3, does the 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?

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

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

EBR Decision

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?

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?

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?

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EBR Decision

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

9. Is this student provided with supplementary aids and services to support participation in extracurricular and non-academic activities if determined to be needed by the IEP team?

10. Based upon the review of Worksheets Year 1, 2 and 3 and questions # 1-9 above, the school district has determined that the student has received educational benefit?

What did you Find?

►When you review multiple IEPs, you will begin to see patterns of issues

►These patterns may identify:

– Professional development need areas

– District policies/practices needing revision or improvement

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Questions?

Contact Information www.pattan.net

Insert your contact

information here

Commonwealth of Pennsylvania

Tom Corbett, Governor

Pennsylvania Department of Education

Ronald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy Secretary

Office for Elementary and Secondary Education

John J. Tommasini, Director

Bureau of Special Education

Patricia Hozella, Assistant Director

Bureau of Special Education

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Questions?

Follow Up

• Look for training materials CD to

arrive via mail in the next week

• Review materials and call if you

have any questions or concerns

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Training Evaluation

• Complete the Training Evaluation and Assessment of

Learning Outcomes

• The link to the electronic evaluation is:

http://www.zoomerang.com/Survey/WEB22ELNPSKSQ2

• We appreciate your honest feedback

Contact Information www.pattan.net

Patrick Scanlon

[email protected]

724-465-6535

Donna

Westbrooks-Martin

[email protected]

1-800-446-5607 x6854

To receive a training CD, please

contact:

Kristen Olszyck

[email protected]

Commonwealth of Pennsylvania

Tom Corbett, Governor

Pennsylvania Department of Education

Ronald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy Secretary

Office for Elementary and Secondary Education

John J. Tommasini, Director

Bureau of Special Education

Patricia Hozella, Assistant Director

Bureau of Special Education