1. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.1 IEP Training: Module 5 Developing Goals Aligned to State Standards

2. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.2 Purpose of Training The purpose of these training modules is to reline and expand your current skills in developing data-based and student- focused goals and objectives that align with state standards and the general education curriculum. The purpose of these training modules is to reline and expand your current skills in developing data-based and student- focused goals and objectives that align with state standards and the general education curriculum. The purpose is also to share new forms and processes to be implemented in Cy Fair ISD The purpose is also to share new forms and processes to be implemented in Cy Fair ISD

3. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.3 Training Outline Module One: Overview & Introduction to Data Collection Module One: Overview & Introduction to Data Collection Module Two: Data Collection Module Two: Data Collection Module Three: PLAAFP Overview Module Three: PLAAFP Overview Module Four: PLAAFP – Documenting Strengths and Challenges Module Four: PLAAFP – Documenting Strengths and Challenges Module Five: Developing Goals Module Five: Developing Goals Module Six: Developing Objectives Module Six: Developing Objectives

4. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.4 Training Guidelines Take responsibility for your own learning and honor your personal expectations Take responsibility for your own learning and honor your personal expectations Honor the time limits (e.g. return from breaks promptly) Honor the time limits (e.g. return from breaks promptly) Participate by sharing your ideas and experiences Participate by sharing your ideas and experiences Listen and consider the opinions of others Listen and consider the opinions of others Participate in the activities and the scenarios presented Participate in the activities and the scenarios presented Maintain confidentiality Maintain confidentiality

5. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.5 Why is Alignment Necessary? Access and Progress Participation in State/District Assessments Meet Exit Criteria for HS Diploma Accountability and AYP

6. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.6 Purpose of Goals To address individual, prioritized needs of the student as identified through assessment, data, and input from IEP team members To address individual, prioritized needs of the student as identified through assessment, data, and input from IEP team members To address the student’s participation and progress in the general education curriculum and TEKS. To address the student’s participation and progress in the general education curriculum and TEKS. To track student progress and determine if the educational program is appropriate To track student progress and determine if the educational program is appropriate

7. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.7 IEP Map Where is the student now? How will the student get there? Where do we want the student to go? GOAL Instructional Plan Programming and Services PLAAFP Summary of Assessment/Data

8. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.8 Goals Should Be: Developed through a data based PLAAFP Developed through a data based PLAAFP Aligned with state content standards/TEKS Aligned with state content standards/TEKS

9. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.9 Aligning Standards Based Goals to State Standards: Content Area (Math, Reading, LA) Level of function as documented in PLAAFP Next step toward mastery of GE curriculum What’s to be learned? Focus Goal on Key Concept Identify critical TEKS

10. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.10 Criteria for Writing a Goal The goal should be a statement including student behavior in a specific area that is: Observable Observable Measurable Measurable Understood by anyone Understood by anyone Achievable Achievable Standard based Standard based

11. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.11 Postsecondary Goals Annual IEP goals must facilitate movement toward postsecondary goals Annual IEP goals must facilitate movement toward postsecondary goals At least one annual goal must support each postsecondary goal. At least one annual goal must support each postsecondary goal. The phrase “and supports the (education/training or employment or independent living) post secondary goal” should be added to one objective to support each postsecondary goal written for education, employment, and independent living as appropriate. The phrase “and supports the (education/training or employment or independent living) post secondary goal” should be added to one objective to support each postsecondary goal written for education, employment, and independent living as appropriate.

12. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.12 Goals Should Include: Specified Timeline Specified Timeline Conditions Conditions Statement of Student Behavior Statement of Student Behavior Criterion Criterion

13. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.13 Identifying Elements in a Goal Goal 1 By the 2009-10 annual ARD when presented with grade level curriculum, Maggie will comprehend texts using a variety of strategies in selected reading passages as evidenced by mastery of the following objectives at the criteria level indicated below. By the 2009-10 annual ARD when presented with grade level curriculum, Maggie will comprehend texts using a variety of strategies in selected reading passages as evidenced by mastery of the following objectives at the criteria level indicated below.

14. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.14 Identifying Elements in a Goal Goal 2 By the 2009-10 annual ARD, when presented with grade level curriculum, Fred will apply measurement concepts involving length, area, capacity/volume, and weight mass to solve problems as measured by mastery of the following objectives at the criteria level indicated below. By the 2009-10 annual ARD, when presented with grade level curriculum, Fred will apply measurement concepts involving length, area, capacity/volume, and weight mass to solve problems as measured by mastery of the following objectives at the criteria level indicated below.

15. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.15 Goal Statement Practice By the 2008-09 annual ARD, Anna will compare and contrast character traits from a reading passage within a 5 th grade novel with 85% accuracy Observable Behavior? Measurable? Can Be Understood by Anyone? Standards Based? YesNoYesNoYesNoYesNo

16. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.16 Common Mistakes When Writing Goals Inappropriate What is Missing/Wrong? Goal: Student will improve reading skills by 50%. Goal: Student will improve attention to task. Goal: Student will read and understand short stories at grade level. By the end of the 1980-81 school year, student will answer comprehension questions.

17. 1-12-09Module 5 - Cypress-Fairbanks I.S.D.17 Goal Statement Practice Select the case study of Rusty or Sam Select the case study of Rusty or Sam Based on their challenges, choose a specific domain and write a goal on the overhead transparency Based on their challenges, choose a specific domain and write a goal on the overhead transparency The goal should contain the four components including a timeline, a condition, an observable student behavior and a criteria The goal should contain the four components including a timeline, a condition, an observable student behavior and a criteria Share your goal with all participants and determine if the four components have been included as a group. Share your goal with all participants and determine if the four components have been included as a group.