Educational Benefit Review Process
DRAFT 4-08
IEP Annual Review Date:
Page #:__1__ of ___1___
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
Language Arts: 70
Reading: 72
Strengths:
Uses apostrophes approp. In
contractions
Uses commas after the close of a
letter
Knows personal pronouns
Is able to make connections with
text and outside
experience/knowledge
LA Concerns:
 Has a tendency
to rush through
assign
 Writing is not
legible at times
 Difficulties
w/phonemic
awareness affects
rdg & leads to
difficulties w/ rdg
comprehension
 Incorrect use of
singular and
plural subject
verb agreement
 incorrect use of
quotation marks,
 In reading
inability to
evaluate explicit &
implicit
information
 Select
synthesize and/or
use information to
extend work
indentify
outcomes, values
and beliefs w/in
work.
LA:
Difficulties in receptive
language and
phonemic awareness
affects his progress in
the content areas of
the general curriculum
Math: 75
Strengths:
Identifies and classifies geometric
shapes and figures;
draws/describes classifies
geometric shape figures
Missing tanagrams pattern
involving numbers/attributes)
Other Academic/non-academic:
Geography: 80.5
Science 79.3
Strengths: is able to demonstrate
his understandings of the
concepts in geography and
science through classroom
assignment and participation
Communications:
A very personable young man
He receives speech and language
support in his reading and
language arts classes to address
weakeness in receptive language
and phoenemic awareness.
Strengths: very approp. In use of
social language. Over past year
he has shown improvement in
areas of vocabulary, development,
syntax and reading
comprehension.
Math concerns:
 Integrate
understanding of
mathematical
applications
(solving extended
spatial and
numerical
problems)
 Inability to
identify solutions
w/notions of
probability
Other
academic/non-
Adapted from California State Department of Education
Math: Difficulties in
receptive language and
phonemic awareness
affects his progress in
the content areas of
the general curriculum
and require small
group and individual
instruction
OA/NA: Difficulties in
receptive language and
phonemic awareness
affects his progress in
the content areas of
the general curriculum
and require small
group and individual
instruction
Communication:
Difficulties in receptive
language and
phonemic awareness
affects his progress in
the content areas of
the general curriculum
and require small
group and individual
instruction
School:LRMS Region 16
Goals & Objectives/
Accommodations & Modifications
pp. 7 & 8
Services &
Placement/
Sites
p. 11
Goal 1: Improve his lang. arts skills as measured by the
objective listed below
Obj. 1: will write legibly with careful information of his letters
Obj 2: will edit and revise his written work for correct spelling,
punctuation , and grammar errors
Obj 3: will identify the parts of spch (nouns, verbs, adverbs, ads
&conj), etc.
Obj 4: will learn weekly spelling words and pass weekly tests
Obj 5: will be able to write a prompt including beginning, middle
and end with details to support the topic
SC reading LA,
math 11.5/hours
Goal 2: will improve his math skills as measured by the obj listed
below
Obj 1: will solve 1 7 2 step story problems involving whole #s
decimals and money amounts with too much and/or too little
information
Obj2: will find the perimeter area and volume of a variety of
geometric shapes
Obj 3: identify the appropriate operation (add , sub, mult, div) of #
sentence to solve a story problem
Obj 4: will apply integrated understandings to mathematical
applications by solving extended numerical statistic and spatial
problems
Obj 5: will read, interpret, construct, analyze, generate questions
and draw inferences from displays of data (bar graph table)
Counseling
5hr/wk group/inv
site 2
Goal 3:will improve reading skills has measured by the objectives
listed below:
Obj 1: Read a variety of genres (fiction, realistic, fiction,
nonfiction, etc). and demonstrate comprehension by recognizing
authors’s pt of view, inferential and evaluative comprehension,
questions & distinguishing cause & effect, main etc
Obj 2: Will use context clues and various strategies to pronounce
unknown words
Obj 3: will read orally at an appropriate rate demonstrating
fluency and expression
Goal 4: will success in mainsteam classes w/modifications
Obj. 1: will independently seek clarifications & /or repetition
related to clsrm activities
Obj 2: will independently read the entire sequence of direction
before beginning clswk
Obj 3: will incorporate a variety of study strategies to prepare for
tests & quizzes
Obj 4: will accurately write down homework in his student
planner.
Obj 5: will utilize strategies to organize and maintain materials in
an orderly, sequential, manner
Site: 2,3
Resource Room:
2.7 hours/wk site
2
Esy 9hrs/wk site:3
Speech .5 hr/wk
site 2
Grade: 7
Progress
on Goals &
Objectives
p. 7
Goal1: S, SObj.1: S, SObj. 2: S, SObj. 3: S, SObj. 4: S, U
Obj. 5: S, S
Goal 2: S,S
Obj.1: S, S
Obj. 2: S, NI
Obj. 3: S, S
Obj. 4: S, S
Obj. 5: S, S
Goal 3: S,S
Obj.1: S, S
Obj. 2: S, S
Obj. 3: S, S
Goal 4: S,S
Obj.1: S, S
Obj. 2: S, S
Obj. 3: S, U
Obj. 4: S, U
Obj. 5: S, U
Obj. 6: S, S
Educational Benefit Review Process
DRAFT 4-08
acad needs:
 Rushes through
hmwk & many
times his answers
are inaccurate.
Consequently he
has received low
hmwk grades as
a result.
Obj 6: given teacher assistance will follow a long-term schedule
to complete projects and reports
Accommodations: spell check, calculation, multiplication
chart/strategies, manipulative alt. text of needed, access to
computer, prior notice of tests, test study guide, modified tests,
reduced rdg, reciew directions, extra time tests, project written
work, base grade on IEP, no spelling penalty, folders to hold
work-color coded, provide study outlines well in advance,
assignement pal, double check to see if assign. Is written
correctly, preferential seating-near front in close proximity to
teacher, keep student away from distractions such as other
talkative peers, cue expected behavior, set post rules, check
work in progress, highlight key words, oral visual reminders,
provide students w/bank, assign a study partner, concrete
examples, check n notes/outlines in progress
Communication
Concerns/needs:
 Continues to
have difficulties
w.phonemic
awareness that
affects spelling
and reading. This
leads to
adifficulties
w/reading
comprehension.
 He is
inconsistent with
his performance.
Present Level of
Academic Achievement &
Functional Performance,
Including Strengths &
Interests
pp. 4 & 5
Concerns/
Needs
Requiring
Specially
Designed
Instruction
pp. 4 & 5
Adapted from California State Department of Education
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
Educational Benefit Review Process
Adapted from California State Department of Education
DRAFT 4-08