Transcript Module 1 IEP Training - INSIDE CFISD.NET Home Page

IEP Training
Module One
Overview &
Introduction to Data
Collection
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.
Cypress-Fairbanks I.S.D.
Training Outline
Module One: Overview & Introduction to
Data Collection
 Module Two: Data Collection
 Module Three: PLAAFP
 Module Four: PLAAFP
 Module Five: Goals
 Module Six: Objectives / Benchmarks
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Cypress-Fairbanks I.S.D.
Training Guidelines
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Take responsibility for your own learning and
honor your personal expectations
Honor the time limits (e.g., return from breaks
promptly)
Participate by sharing your ideas and
experiences
Listen and consider the opinions of others
Participate in the activities and the scenarios
presented
Maintain confidentiality
Cypress-Fairbanks I.S.D.
The IEP
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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 measurable academic and functional goals
based on assessed areas of need
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 and how often the parents will be
informed of that progress
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)
Cypress-Fairbanks I.S.D.
What makes change possible?
Collaborative teaming
Who is a part of the IEP collaborative team?
 How does each member provide valuable
information?
 What does it look like when each team member
is valued and their input is respected?
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Cypress-Fairbanks I.S.D.
What makes change possible?
Keeping the IEP Meeting (ARD) on track
Develop and use an ARD Meeting Agenda
 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
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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.
 This data provides a baseline of academic
achievement and current functional
performance.
 All data considered must be observable
and measurable.
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Cypress-Fairbanks I.S.D.
Formal vs. Informal Data
Formal Data
Standardized measures of a particular area
 Scores are analyzed and determine where the
student is in relation to the general population
 Scores are reported in stanines, percentiles, or
standards
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Cypress-Fairbanks I.S.D.
Formal vs. Informal Data
Informal Data
Are not used for comparison with the general
population
 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.
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Cypress-Fairbanks I.S.D.
Data Collection . . . Part 2
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Module 2 will continue to explore data
collection in more depth.
Cypress-Fairbanks I.S.D.