Educational Benefit for Students with IEPs

• Academic Progress: Advancement in core subject areas and IEP goal achievement.
• Functional Performance: Improvement in adaptive skills, behavior, and independence.
• Progress Relative to Potential: Growth commensurate with the student's abilities and challenges.
• Access to Curriculum: Meaningful participation in grade-level content with appropriate supports.

• IDEA requires that students receive a Free Appropriate Public Education (FAPE) that confers educational benefit. (20 U.S.C. § 1412(a)(1))
• The Endrew F. v. Douglas County School District RE-1 (2017) Supreme Court decision raised the standard, requiring that IEPs be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances."

Defining Educational Benefit in Independent Study Contexts

• Individualized Learning Pace: Benefit may be demonstrated through progress at a pace suited to the student's needs.
• Flexible Learning Environment: Growth in the ability to manage time, self-regulate, and complete tasks independently.
• Technology Utilization: Advancement in digital literacy and the ability to leverage online learning tools.
• Personalized Curriculum Adaptation: Progress in accessing and engaging with adapted curriculum materials.

• Measurable Goals: IEP goals should be specific, measurable, and attainable within the independent study format.
• Comprehensive View: Consider both academic and functional progress, including social-emotional growth and self-advocacy skills.
• Comparative Analysis: Assess progress relative to the student's performance in traditional settings, when applicable.

• Are there any additional areas that need assessment or updates based on newly gathered data or parent concerns?
• Is an Educationally Relevant Mental Health Services (ERMHS) evaluation or a Functional Behavior Assessment (FBA) necessary to obtain updated data on the student’s social/emotional and/or behavioral needs?
• Have observations been conducted in the home environment during the assessment? If the home environment has changed, are new home observations needed?

• What are the student’s strengths as they apply to the independent study setting?
• Is the team able to gather adequate data on student engagement? When considering current data and observations, how have the student’s needs changed? Do those changes suggest a need for different levels of support in the IEP?

• How do their identified needs impact their ability to participate and make progress in IS or to access virtual services? (executive functioning, attention deficits, communication, health, etc.)
• What are their technology needs to be able to access instruction in independent study? Can they attend to a screen independently?
• Does the student’s transition plan need to be adjusted based on present levels? For instance, if a student with severe anxiety will not leave the house, what transition activities and supports are needed in light of that reality? (Schools may be vulnerable to denial of FAPE claims when a student is not making progress toward transition goals, or is not even able to engage in transition-related activities.)

• Are goals appropriate for the student’s needs in the independent study setting- both academic and functional?
• Who is responsible for progress on IEP goals? 
• Have goals related to changes in student engagement and performance been added? Are the current goals appropriate and reasonable based on the student's current levels of performance, needs and progress? 

• Has reasonable flexibility been provided in scheduling to ensure students can access the necessary services?
• Do they require services in person (school site, community site, or in-home) to make progress on their goals?

• • Has the student been able to access virtual services?
  • Has the student made progress on IEP goals with virtual services?
  • Do cognitive, behavioral, social/emotional, physical, or functional needs keep the student from being able to receive virtual services successfully?
  • Is there evidence that the student made progress with virtual or in-person services previously?
  • Has the team considered the harmful effects of a more restrictive setting, such as providing in-home services, compared to providing them in a hybrid setting in person with peers?

• Has the student or parent been trained on how to access all IEP supports, devices, and Learning Management System tools for instruction and services?
• Are there appropriate services and supports in place to help the student meet each goal, including those related to the transition plan? 
• Is a BIP (Behavior Intervention Plan) needed? What new virtual supports can be tried? If those fail, what in-person support may be needed to aid in progress?

• When reviewing progress, are students attending, participating, and making progress toward IEP goals with social/functional needs being addressed in independent study? (This is what receiving FAPE in independent study can look like.)
• Has the IEP team met to discuss changes in student behavior and performance, lack of engagement, and options for increasing support? 
• Has the IEP team considered the need for additional assessments based on a lack of progress even after additional supports have been added?

Strategies for Ensuring Meaningful Educational Progress

• • Schedule regular one-on-one virtual or in-person meetings with the student.
  • Use these sessions to assess progress, provide direct instruction, and adjust supports as needed.

• • Involve the student in setting short-term and long-term goals.
  • Break IEP goals into smaller, manageable objectives suited to the independent study format.

• • Utilize a variety of instructional methods (e.g., video lessons, interactive modules, project-based learning).
  • Tailor instruction to the student's learning style and preferences.

• • Implement and train students on appropriate assistive technology tools.
  • Regularly assess the effectiveness of these tools in the independent study environment.

• • Provide training and resources to parents/guardians on supporting learning at home.
  • Maintain open communication channels for ongoing feedback and support.

• • Facilitate virtual group projects or study sessions to promote social skills development.
  • Create opportunities for collaborative learning, even in a distance format.

• • Allow for acceleration in areas of strength and additional time/support in challenging areas.
  • Regularly review and adjust pacing to ensure appropriate challenge and support.

Data Collection in Independent Study

Types of Data to Collect:

• • Scores from online assessments and quizzes
  • Completion rates and quality of assigned work
  • Progress on curriculum-based measurements

• • Regular probes aligned with specific IEP goals
  • Rubric-based assessments of goal-related skills
  • Student self-assessments on goal progress

• • Time spent on learning platforms
  • Participation in virtual discussions or collaborative activities
  • Frequency and quality of communication with teachers

• • Observations during virtual sessions
  • Parent/guardian reports on home-based behaviors
  • Student self-reflection logs

• • Portfolio of student work across subject areas
  • Video recordings of student presentations or performances

Data Collection Strategies:

• • Leverage learning management systems to track assignment completion and scores.
  • Use online survey tools for regular check-ins and self-assessments.

• • Develop and consistently use forms for virtual session observations.
  • Train all team members on objective data recording.

• • Establish a consistent schedule for data collection on each IEP goal.
  • Use digital calendars to remind team members of data collection tasks.

• • Implement secure, FERPA-compliant platforms for team members to input and access data.
  • Schedule regular data review meetings with the IEP team.

• • Teach students to track their own progress using digital tools or logs.
  • Incorporate student-led data presentations in IEP meetings.

Analyzing and Utilizing Data:

• • Schedule bi-weekly or monthly data analysis sessions.
  • Look for trends, patterns, and areas needing intervention.

• • Use collected data to inform adjustments to instruction, supports, and services.
  • Document the rationale for changes based on data.

• • Develop comprehensive progress reports that synthesize various data points.
  • Ensure reports are accessible and meaningful to parents/guardians.

• • Regularly evaluate the effectiveness of data collection methods.
  • Be prepared to adjust data collection strategies based on their utility and efficiency.