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

2. Cypress-Fairbanks I.S.D. Purpose of Training The purpose of these training modules is to refine 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.

3. Cypress-Fairbanks I.S.D. 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 Module Three: PLAAFP Module Four: PLAAFP Module Four: PLAAFP Module Five: Goals Module Five: Goals Module Six: Objectives / Benchmarks Module Six: Objectives / Benchmarks

4. Cypress-Fairbanks I.S.D. 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. Cypress-Fairbanks I.S.D. The IEP Describes the student’s present levels of academic and functional performance Describes the student’s present levels of academic and functional performance Describes a statement of how the student’s disability affects involvement and progress in the general education curriculum Describes a statement of how the student’s disability affects involvement and progress in the general education curriculum Describes measurable academic and functional goals based on assessed areas of need Describes measurable academic and functional goals based on assessed areas of need Describes short-term objectives for those students working on an alternative curriculum Describes short-term objectives for those students working on an alternative curriculum Addresses how the student’s progress toward these goals will be measured Addresses how the student’s progress toward these goals will be measured Addresses how and how often the parents will be informed of that progress Addresses how and how often the parents will be informed of that progress

6. Cypress-Fairbanks I.S.D. Change “Substantial change calls for changes in culture as well as structure. It requires changes in habits and traditions as well as in practices and procedures, in values and commitments as well as in rules, roles and relationships. It requires time and persistence of effort. When resistance is encountered, strategies must be developed to overcome and bypass it.” Schlecty, Inventing Better Schools (p. 84)

7. Cypress-Fairbanks I.S.D. What makes change possible? Collaborative teaming Who is a part of the IEP collaborative team? Who is a part of the IEP collaborative team? How does each member provide valuable information? How does each member provide valuable information? What does it look like when each team member is valued and their input is respected? What does it look like when each team member is valued and their input is respected?

8. Cypress-Fairbanks I.S.D. What makes change possible? Keeping the IEP Meeting (ARD) on track Develop and use an ARD Meeting Agenda Develop and use an ARD Meeting Agenda Use data to make decisions Use data to make decisions Honor the process of using data to develop the PLAAFP, using the PLAAFP to develop goals and writing short-term objectives to meet the goal Honor the process of using data to develop the PLAAFP, using the PLAAFP to develop goals and writing short-term objectives to meet the goal

9. Cypress-Fairbanks I.S.D. The Role of Data in the IEP The first step in preparing for the IEP is to collect, analyze and consider a variety of both formal and informal data. The first step in preparing for the IEP is to collect, analyze and consider a variety of both formal and informal data. This data provides a baseline of academic achievement and current functional performance. This data provides a baseline of academic achievement and current functional performance. All data considered must be observable and measurable. All data considered must be observable and measurable.

10. Cypress-Fairbanks I.S.D. Formal vs. Informal Data Formal Data Standardized measures of a particular area Standardized measures of a particular area Scores are analyzed and determine where the student is in relation to the general population Scores are analyzed and determine where the student is in relation to the general population Scores are reported in stanines, percentiles, or standards Scores are reported in stanines, percentiles, or standards

11. Cypress-Fairbanks I.S.D. Formal vs. Informal Data Informal Data Are not used for comparison with the general population Are not used for comparison with the general population Are measures of content knowledge, behavior and functional performance Are measures of content knowledge, behavior and functional performance May be reported in percents (i.e., 75% correct), rations (i.e., 5 correct in 10 minutes), or may also be measured using predetermined rubrics. May be reported in percents (i.e., 75% correct), rations (i.e., 5 correct in 10 minutes), or may also be measured using predetermined rubrics.

12. Cypress-Fairbanks I.S.D. Data Collection... Part 2 Module 2 will continue to explore data collection in more depth. Module 2 will continue to explore data collection in more depth.