Educational Benefit Summary Form Template

Please note: The educational benefit summary form used here is the template used by the CDE's Verification Review Teams.

Assessment	Present Achievement/Function	Goals	Services	Progress	Was IEP Adusted?

—adapted from California Department of Education, Special Education Division

 

Example of How to Use the Educational Benefit Process Form

Step 1
Chart information about needs, present performance, goals and objectives, placement/services, and progress.

Step 2
Analyze information to determine if needs, goals, and services are complete and result in progress.

Step 3
Compare first year analysis to second year analysis, and second year to third year. Determine if modifications to goals and services were made based on progress (or lack of progress).

Assessment	Present Achievement/Function	Goals	Services	Progress	Was IEP Adusted?
	Motor Walks with trunk support	Will tolerate standing in supine stander (set at 80 degrees) for 40 minutes without resisting     Will functionally use a variety of school /art materials (e.g., pencils, pens, crayons, etc.) by independently holding and making marks on paper 75 percent of the time with progressively increasing percentage of independence	Special Day classes – SH Extended Year Modified PE	MET       NOT MET

 

Educational benefit is measured in a variety of ways including:

• Achieving passing marks
• Advancing from grade to grade
• Making progress toward meeting goals and objectives
• Improving scores on statewide or district-wide tests and alternate assessment measures
• Graduating with a diploma
• Passing the California High School Exit Exam (CAHSEE)

The purpose of the process is to determine if a student’s program has been reasonably planned to result in educational benefit.

• Review information from the last three years concerning the student’s program, the IEPs, assessments, triennial review, and progress information.
• Chart how the program was planned for each year, including assessed needs, present levels of achievement and function, goals, services, and progress.
• Analyze how the program was planned (i.e., Was the assessment comprehensive? Was there a relationship between the identified needs and the goals? Were there sufficient supportive services to assist the student in reaching each goal?)
• Compare the program in Year 1 to the program in Year 2 to determine how the team adjusted the student’s program in relation to changes in the student’s performance and progress.
• Compare Year 2 to Year 3.

Educational Benefit Process

The process varies depending on the student and the school. However, the framework, demonstrated in the graphic below, must include the basic questions and observations.

Record Information What information is included in the student's IEP? What information is available through other records? Present performance Needs Goals and objectives Services Progress		Repeat Year 1 Year 2
Analyze Relationships Is there a clear relationship between the identified needs, goals, and services? Relationship between needs and goals Relationship between services and goals
Compare to Prior Year Are subsequent goals and services consistent with progress made? Present performance Goals Services
Complete Educational Benefit Summary Form Are there any patterns to the program planned for the student? Summarize IEP contents Discuss trends
Discuss Overall Educational Benefit Question Was the student's program reasonably planned to result in educational benefit?

—from the California Department of Education, Special Education Division

Compliance in the Area of Educational Benefit

Compliance in the area of educational benefit means that the Individualized Education Program (IEP) team went through all the proper steps and used information that was legally compliant to plan a program that was reasonably calculated to result in educational benefit.

Reasonable Calculation

Reasonable calculation is based on the procedural requirements of IDEA and means the assessment was complete.

1. The IEP team identified needs related to:

• The student’s disability
• Involvement and progress in the general education curriculum

2. Goals and objectives/benchmarks were established in each need area.
3. Services were planned to support:

• Progress toward all goals
• Progress in the general education curriculum
• Participation in extracurricular and other nonacademic activities
• Education with other children with or without disabilities

4. The IEP team reviewed the student’s progress and adjusted the student’s IEP if progress was not made and/or in order to address anticipated needs.

 

Proceed to Lesson Two Review