Revised 8/08

Step 1 – Notes (Do not show)

Present Level of Academic Achievement & Functional Performance, Including Strengths & Interests
pp. 4 & 5 / Concerns/ Needs Requiring Specially Designed Instruction
pp. 4 & 5 / Impact on Involvement & Progress in the General Education Curriculum
pp. 4 & 5 / Goals & Objectives/
Accommodations & Modifications
pp. 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 CWPM
1.  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 day
Resource room for 90 mins per week
Math, 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)

California Department of Education

Step 2 - Notes

Present Level of Academic Achievement & Functional Performance, Including Strengths & Interests
pp. 4 & 5 / Concerns/ Needs Requiring Specially Designed Instruction
pp. 4 & 5 / Impact on Involvement & Progress in the General Education Curriculum
pp. 4 & 5 / Goals & Objectives/
Accommodations & Modifications
pp. 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 CWPM

1.  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 day
Resource room for 90 mins per week

Math, 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)

California Department of Education

Present Level of Academic Achievement & Functional Performance, Including Strengths & Interests
pp. 4 & 5 / Concerns/ Needs Requiring Specially Designed Instruction
pp. 4 & 5 / Impact on Involvement & Progress in the General Education Curriculum
pp. 4 & 5 / Goals & Objectives/
Accommodations & Modifications
pp. 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 / 0 / Weaknesses in decoding and spelling impact the ability to read text and provide written responses in class / 0 / Goal: Using 3rd grade level text, will use phonics skills to decode a passage to 100 CWPM
1.  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 day

Resource room for 90 mins per week

Math, social studies, and science / -
0 / S
(DRA-level 28; 85 CWPM )
1-S (Reading probe-90% accuracy)
2-S (Reading probe-87% accuracy)
3-M (DRA –Score of 4) / +
+
+

California Department of Education

Step 4 Notes

Step 4: Review of Quality
Did the IEP use the same materials and tasks/activities that would be appropriate for a non-disabled peer of the same chronological age? Uses a lower grade level reading text in guiding reading groups in the classroom, same as the whole class / ü
Did the IEP use the same content and behavioral expectations articulate in general education curriculum and discipline procedures? Uses the standards for decoding and sight words / ü
Did the IEP address the missing skills that affect the communication, social behaviors, self-care, and/or motor demands of general education curriculum and activities, including community involvement and independent living? Some prerequisite skills for phonics within text, did not address spelling / X
Did the IEP address skills and strategies that are critical across settings, materials, situations, and/or social interactions? Decoding skills are being addressed critical to literacy; also accommodations for other academic areas where reading is involved / ü
Did the IEP reflect the manner in which skills and strategies will be used in the daily natural environment and how they are useable in a variety of age-appropriate settings? Applies decoding skills in general education classroom; could increase use within other areas, accommodations across areas / ü
Were the objectives a sub-skill or step that directly relate to the goal as a precursor or building block? Some objectives related to comprehension rather than phonics, missing decoding as it relates to spelling / X
Were the goals and objectives written in observable (seen or heard) and measurable (can be counted) language? Defines the grade level of the text, uses defined % of accuracy based on specific assessments / ü
Were the performance criteria for the goals and objectives written from baseline data to a specific measurable target and did they reflect a method which could be used to collect data on progress? Uses baseline from CWPM & accuracy percents from reading probes / ü
Was data collected and analyzed to determine the exact progress a student made on each goal and objective? Uses CWPM, DRA, & Reading probes / ü
Did the IEP reflect evidence of family involvement through joint monitoring, implementing, or facilitating of the IEP? No evidence / X
Did the IEP reflect quality use of assessment and specially designed instruction? / Y / N

Step 5 - Notes

Summary of Educational Benefit Review Process

Step 5: Overall Educational Benefit
Was the necessary relevant information included in the student's IEP? (Step 1) / Y / N
Was there a clear relationship between the identified needs, goals, and services? (Step 2) / Y / N
Did the IEP increase in complexity and move towards more inclusive environments relative to the student’s progress and the demands of general education curriculum and activities? (Step 3) / Y / N
Did the IEP reflect quality use of assessment and specially designed instruction? (Step 4) / Y / N
Was the student's program reasonably planned to result in educational benefit? / Y / N

Evidence:

§  Missing assessment on comprehension and therefore lacks alignment to the comprehension objectives

§  Missing goals and/or objectives for spelling

§  The student demonstrated progress in all areas

§  The goals and objectives increased in complexity by increasing the grade level of the text

§  The services increased time with non-disabled peers

§  Lacks evidence of family involvement in the design of the IEP

SERC 5