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-IIIspelling, 81 SS
(10%tile); Writing
prompt 4 rubric
score, frequent
spelling errors, likes
to write about nonfiction, 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
Reading in
general
education
classroom for
90 mins per
day
S
(DRA-level
28; 85
CWPM )
1-S
(Reading
probe-90%
accuracy)
2-S
(Reading
probe-87%
accuracy)
3-M (DRA –
Score of 4)
1. Using 3rd grade level text, will
identify basic sight words with
95% accuracy
2. Using 3 grade level text, will
identify consonant clusters
with 95% accuracy
rd
Resource
room for 90
mins per
week
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 2 grade
level text, text to speech and
have peers read text
nd
Math, social
studies, and
science
Step 2 - Notes
Revised 8/08
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-IIIspelling, 81 SS
(10%tile); Writing
prompt 4 rubric
score, frequent
spelling errors, likes
to write about nonfiction, 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
Reading in
general
education
classroom for
90 mins per
day
S
(DRA-level
28; 85
CWPM )
1-S
(Reading
probe-90%
accuracy)
2-S
(Reading
probe-87%
accuracy)
3-M (DRA –
Score of 4)
1. Using 3rd grade level text, will
identify basic sight words with
95% accuracy
2. Using 3 grade level text, will
identify consonant clusters
with 95% accuracy
rd
Resource
room for 90
mins per
week
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
Math, social
studies, and
science
California Department of Education
SERC
2
Revised 8/08
Last year’s IEP stated:
WJ-III-Word Attack 83
SS; DRALevel
level 12
Present
of - 42 Concerns/
CWPM;
student sounds
Academic
Needs
out
each
and
every
Achievement &
Requiring
single
word when
Functional
Specially
reading,
does not use
Performance,
Designed
punctuation
Including
Instruction
Strengths &
pp. 4 & 5
Interests
pp. 4 & 5
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 nonfiction, especially
science
SERC
+
Word attack
and spelling
skills, lacks
fluency
Last year’s IEP
stated:
Word attack and
spelling skills,
lacks fluency
Last year’s IEP stated:
2nd grade level text, will
use phonics
Goals &Using
Objectives/
Services
&
skills
to
decode
a
passage
to
65
CWPM
Accommodations &
Placement/
Impact on
Involvement
& Progress
in the
General
Education
Curriculum
pp. 4 & 5
0
Weaknesses
in decoding
and spelling
impact the
ability to read
text and
provide
written
responses in
class
Last year’s IEP stated:
Weaknesses in decoding
and spelling impact the
ability to read text and
provide written
responses in class
Progress
on Goals &
Objectives
p. 7
Modifications
Sites
Given a list of sight words in isolation, will
pp.
7
&
8
p.
11
identify them to 95% accuracy
Using 2nd grade text will identify vowel sounds
with 95% accuracy
Accommodations: Use pictures cues to read
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 3 grade level text,
will identify consonant
clusters with 95% accuracy
+
rd
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
Last year’s IEP
stated:
S
(DRA-level
28; 85
CWPM )
1-S
(Reading
probe-90%
accuracy)
2-S
(Reading
probe-87%
accuracy)
3-M (DRA –
Score of 4)
Reading in general
education classroom
for 90 mins per day
Math, social
studies, and
science
+
0
Last year’s
IEP stated:
M (73 CWPM)
S (85%
accuracy)
M (97%
accuracy)
Last year’s IEP
stated:
California Department of Education
Math, social
studies, science
3
+
+
+
Revised 8/08
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
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


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
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
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
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
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
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
Was data collected and analyzed to determine the exact progress a student made on each goal and
objective? Uses CWPM, DRA, & Reading probes
X


X



Did the IEP reflect evidence of family involvement through joint monitoring, implementing, or facilitating of
the IEP? No evidence
Did the IEP reflect quality use of assessment and specially designed instruction?
SERC
X
N
Y
4
Revised 8/08
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