Cypress-Fairbanks I.S.D. IEP Training Module One Overview & Introduction to Data Collection

Cypress-Fairbanks I.S.D.Cypress-Fairbanks I.S.D.

IEP TrainingIEP TrainingModule OneModule One

Overview &Overview &

Introduction to Data Introduction to Data CollectionCollection


Purpose of TrainingPurpose of Training

The purpose of these training modules The purpose of these training modules is to refine and expand your current is to refine and expand your current skills in developing data-based and skills in developing data-based and student-focused goals and objectives student-focused goals and objectives that align with state standards and the that align with state standards and the general education curriculum.general education curriculum.


Training OutlineTraining Outline

Module One: Overview & Module One: Overview & Introduction to Data CollectionIntroduction to Data Collection

Module Two: Data CollectionModule Two: Data Collection Module Three: PLAAFPModule Three: PLAAFP Module Four: PLAAFPModule Four: PLAAFP Module Five: GoalsModule Five: Goals Module Six: Objectives / BenchmarksModule Six: Objectives / Benchmarks


Training GuidelinesTraining Guidelines

Take responsibility for your own learning Take responsibility for your own learning and honor your personal expectationsand honor your personal expectations

Honor the time limits (e.g., return from Honor the time limits (e.g., return from breaks promptly)breaks promptly)

Participate by sharing your ideas and Participate by sharing your ideas and experiencesexperiences

Listen and consider the opinions of othersListen and consider the opinions of others Participate in the activities and the Participate in the activities and the

scenarios presentedscenarios presented Maintain confidentialityMaintain confidentiality


The IEPThe IEP Describes the student’s present levels of Describes the student’s present levels of

academic and functional performanceacademic and functional performance Describes a statement of how the student’s Describes a statement of how the student’s

disability affects involvement and progress in the disability affects involvement and progress in the general education curriculum general education curriculum

Describes measurable academic and functional Describes measurable academic and functional goals based on assessed areas of needgoals based on assessed areas of need

Describes short-term objectives for those Describes short-term objectives for those students working on an alternative curriculumstudents working on an alternative curriculum

Addresses how the student’s progress toward Addresses how the student’s progress toward these goals will be measuredthese goals will be measured

Addresses how and how often the parents will be Addresses how and how often the parents will be informed of that progressinformed of that progress


ChangeChange

““Substantial change calls for changes in Substantial change calls for changes in cultureculture as well as as well as structurestructure. It requires . It requires changes in changes in habitshabits and and traditionstraditions as well as as well as in in practicespractices and and proceduresprocedures, in , in valuesvalues and and commitmentscommitments as well as in as well as in rulesrules, , rolesroles and and relationshipsrelationships. It requires time . It requires time and persistence of effort. When resistance and persistence of effort. When resistance is encountered, strategies must be is encountered, strategies must be developed to overcome and bypass it.”developed to overcome and bypass it.”

Schlecty, Inventing Better Schools (p. 84)Schlecty, Inventing Better Schools (p. 84)


What makes change What makes change possible?possible?

Collaborative teamingCollaborative teaming Who is a part of the IEP collaborative Who is a part of the IEP collaborative

team?team? How does each member provide valuable How does each member provide valuable

information?information? What does it look like when each team What does it look like when each team

member is valued and their input is member is valued and their input is respected?respected?


What makes change What makes change possible?possible?

Keeping the IEP Meeting (ARD) on Keeping the IEP Meeting (ARD) on tracktrack

Develop and use an ARD Meeting AgendaDevelop and use an ARD Meeting Agenda Use data to make decisionsUse data to make decisions Honor the process of using data to develop Honor the process of using data to develop

the PLAAFP, using the PLAAFP to develop the PLAAFP, using the PLAAFP to develop goals and writing short-term objectives to goals and writing short-term objectives to meet the goalmeet the goal


The Role of Data in the IEPThe Role of Data in the IEP

The first step in preparing for the IEP The first step in preparing for the IEP is to collect, analyze and consider a is to collect, analyze and consider a variety of both formal and informal variety of both formal and informal data.data.

This data provides a baseline of This data provides a baseline of academic achievement and current academic achievement and current functional performance.functional performance.

All data considered must be All data considered must be observable and measurable.observable and measurable.


Formal vs. Informal DataFormal vs. Informal Data

Formal DataFormal Data Standardized measures of a particular Standardized measures of a particular

areaarea Scores are analyzed and determine where Scores are analyzed and determine where

the student is in relation to the general the student is in relation to the general populationpopulation

Scores are reported in stanines, Scores are reported in stanines, percentiles, or standardspercentiles, or standards


Formal vs. Informal DataFormal vs. Informal Data

Informal DataInformal Data Are not used for comparison with the Are not used for comparison with the

general populationgeneral population Are measures of content knowledge, Are measures of content knowledge,

behavior and functional performancebehavior and functional performance May be reported in percents (i.e., 75% May be reported in percents (i.e., 75%

correct), rations (i.e., 5 correct in 10 correct), rations (i.e., 5 correct in 10 minutes), or may also be measured using minutes), or may also be measured using predetermined rubrics.predetermined rubrics.


Data Collection . . . Part 2Data Collection . . . Part 2

Module 2 will continue to explore Module 2 will continue to explore data collection in more depth.data collection in more depth.

Documents

Cypress-Fairbanks I.S.D. IEP Training Module One Overview & Introduction to Data Collection