Transcript IEP Training Module Two Data Purpose of Training The purpose of these training modules is to refine and expand your current skills in developing data-based and.

IEP Training
Module Two
Data
Purpose of Training
The purpose of these training modules is
to refine and expand your current skills in
developing data-based and studentfocused 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.
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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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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
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Data
The purpose of this module is to
 review the types of data that can be used
in the IEP process
 Identify sources of data available in CFISD
 Distinguish between relevant and non
relevant information
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Review - Module One
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In the first training module, we discussed
the difference between formal and
informal data sources.
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Turn to a partner and share one example
of informal data and one example of
formal data.
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Data Sources Activity
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Create a team of 3 to 4 people.
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Review Handout 2.1, Sources of Data
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Each group will be assigned a
question from the next slide
Definitions
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Data Sources Debrief
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What useful information do we get from
screenings?
How can we use diagnostic information in
writing goals?
Which sources provide baseline of academic
achievement and functional performance?
How can informal data sources be used?
What is the difference between formative and
summative assessments (give one example of
each)?
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Data Sources Activity Continued
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Use Handout 2.2, CFISD Sources of
Data to identify the assessment tools
used routinely at your school.
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Formative Data
Assessing progress toward goals,
objectives or benchmarks from a student’s
current IEP, as well as progress in the
general education classroom is how
progress is documented.
 There are many types of data collection
for progress monitoring. However, there
are common components to be
considered.
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Formative Data
Before setting up a data collection system:
Determine the purpose of the collection
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Increase behavior/skill
Decrease behavior/skill
Maintain behavior/skill
Determine how often data will be collected; this may be based on the
severity of the behavior/skill
Decide the type of data you need to collect
1.
2.
3.
Number of times
Percent of accuracy
Averages
Consider the most efficient way to collect data.
Determine who will be collecting the data
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Methods for
Formative Data Collection
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Tally sheets which can be completed by either
the student or a staff member (frequency count
of how many times the behavior/skill occurred).
Assignment Notebook
Teacher-created checklists for behavior or
functional skills (task analysis)
Work samples, workbooks
Anecdotal notes from staff
Other?
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Data Analysis
Once all the data has been collected, how do
you determine what is educationally and
instructionally relevant?
 Relevant Data are descriptive and clear,
conveying sufficient information for any team
member to better understand the student. This
will include:
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Factual information vs. opinion
Observable information
Specific enough that anyone would understand
Measurable
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Relevant Information Activity
Work as a team to complete this activity.
 The purpose of the activity is to examine
information and determine if it is relevant
and assists the team in making further
decisions about a student’s program.
 Complete Handout 2.3, Is It Relevant?
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Assessing ALL Areas of Need
IDEIA requires IEP teams to state and
address “the student’s present levels of
academic achievement and
functional performance.”
 Using educational domains will help team
members consider all areas of need
impacted by the disability.
 An acronym that can guide teams to cover
all areas is VCAMSS.
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VCAMSS
V ocational
C ommunication/Language
A cademic
M otor/Sensory
S ocial/Emotional
S elf-help
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VCAMSS
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The team should focus on the domain
area, rather than the subject area. For
example, the team writes PLAAFP, goals,
objectives/benchmarks in the area of
communication or language, rather than in
speech therapy.
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VCAMSS
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The VCAMSS process and form will be
further explored in Module 4.
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