1/12/09module 6 - cypress-fairbanks i.s.d.1 module 6: 2 hours developing objectives aligned to state...

1/12/091/12/09 Module 6 - Cypress-Fairbanks I.S.D.Module 6 - Cypress-Fairbanks I.S.D. 11

Module 6: 2 HoursModule 6: 2 Hours

Developing Objectives Aligned Developing Objectives Aligned to State Standards to State Standards

Admin


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: PLAAFP OverviewModule Three: PLAAFP Overview Module Four: PLAAFP – Documenting Module Four: PLAAFP – Documenting

Strengths and ChallengesStrengths and Challenges Module Five: Developing GoalsModule Five: Developing Goals Module Six: Developing ObjectivesModule Six: Developing Objectives


Purpose of TrainingPurpose of Training

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

The purpose is also to share new The purpose is also to share new forms and processes to be forms and processes to be implemented in Cy Fair ISDimplemented in Cy Fair ISD


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


ObjectivesObjectives

Where is the student now?

How will the student get

there?

Where do we want the student to go?

Objectives GOALPLAAFP


Purpose of Objectives:Purpose of Objectives:

Follows a

logical sequence

A task analysis of

the goal

Breaks down goal into

measurable steps

Objectives



Objectives should be aligned to state Objectives should be aligned to state standards and should identify the standards and should identify the incremental steps toward achieving the incremental steps toward achieving the long term goal. They should:long term goal. They should:

State the conditions outlining how they will State the conditions outlining how they will observe and measure the student behavior observe and measure the student behavior

Define the behaviorDefine the behavior Be measurable, criterionBe measurable, criterion



Objectives are indicators of progress Objectives are indicators of progress toward reaching a goal. They should toward reaching a goal. They should state:state:

Conditions HOW Conditions HOW PRESENTED PRESENTED

The Behavior DOES WHATThe Behavior DOES WHAT Criterion HOW MUCHCriterion HOW MUCH


Conditions (How Presented):Conditions (How Presented):ConditionsConditions ExamplesExamples

What will be imposedWhat will be imposed When working independentlyWhen working independentlyWhen seatedWhen seatedWithin 5 minutesWithin 5 minutes________________________________________________________________

What is givenWhat is given Given a verbal/physical promptGiven a verbal/physical promptGiven a word bankGiven a word bankUsing manipulativesUsing manipulatives________________________________________________________________

What is deniedWhat is denied Without remindersWithout remindersWithout the aide of a calculatorWithout the aide of a calculator________________________________________________________________

Situation/Environmental settingSituation/Environmental setting When given a patternWhen given a patternIn a small group settingIn a small group settingAfter listening to….After listening to….________________________________________________________________

SituationsSituations In a group of 4In a group of 4During group discussionsDuring group discussions________________________________________________________________


Behavior (Does What)Behavior (Does What)The behavior is:The behavior is: Process Process

Verbs:Verbs:Completion of Completion of Statement:Statement:

The expected The expected behavior/skill to be behavior/skill to be changed or maintainedchanged or maintained

What the student will do What the student will do is a result of the is a result of the instruction or condition is instruction or condition is describeddescribed

Expressed by process Expressed by process verbsverbs

Understandable and Understandable and observable by anyoneobservable by anyone

PointPointPlacePlaceChooseChooseReadReadWriteWriteListListCompleteComplete______________________________________________________

To the object/pictureTo the object/pictureAn object appropriatelyAn object appropriatelyThe named pictureThe named pictureA short passageA short passage____________________________________________________________________________________________________________________________________________________________________________________________________________________________________


If you cannot describe it, If you cannot describe it,

You cannot observe it……You cannot observe it……

And if you cannot observe it, And if you cannot observe it,

You cannot measure it.You cannot measure it.


Criteria (How Much)Criteria (How Much)Types of CriteriaTypes of Criteria Examples of CriteriaExamples of Criteria

TimeTime

Accuracy Accuracy

DurationDuration

CombinationCombination

IntensityIntensity

Within 10 minutesWithin 10 minutes____________________________________________________________

Three out of four opportunitiesThree out of four opportunities70% accuracy70% accuracyWith no more than 2 errorsWith no more than 2 errors____________________________________________________________

For ten minutesFor ten minutesAfter 10 minutesAfter 10 minutes______________________________________________________________

A minimum of 3 correct responses within 10 minutesA minimum of 3 correct responses within 10 minutesFor 5 minutes, with 70% accuracy over 10 consecutive trialsFor 5 minutes, with 70% accuracy over 10 consecutive trials__________________________________________________________________________

Using a volume appropriate for the classroomUsing a volume appropriate for the classroom________________________________________________________________


Measurement (How Measurement (How Evaluated)Evaluated)

Measurement indicated how progress toward the objective is Measurement indicated how progress toward the objective is to be measured. This is documented on the IEP page under to be measured. This is documented on the IEP page under the section: “Evaluation Procedures May Include:”the section: “Evaluation Procedures May Include:”

Examples:Examples: Pre and Post TestingPre and Post Testing Written AssignmentsWritten Assignments Physical DemonstrationPhysical Demonstration Oral QuestioningOral Questioning Criterion/Curriculum TestingCriterion/Curriculum Testing Student PortfolioStudent Portfolio Other____________________________Other____________________________


Writing ObjectivesWriting Objectives

When given a structured writing When given a structured writing assignment, Johnny will edit towards assignment, Johnny will edit towards standard grammar and usage with standard grammar and usage with 70% accuracy.70% accuracy.

As a teacher, what skills would you As a teacher, what skills would you teach to master this goal?teach to master this goal?


Reasons to Make Objectives Reasons to Make Objectives More SpecificMore Specific

Teachers from year to year know what Teachers from year to year know what specific skills are of particular weakness in specific skills are of particular weakness in grammatical skillsgrammatical skills

Parents know specifically what skills you Parents know specifically what skills you plan to work on so they can better support plan to work on so they can better support youyou

At the end of the annual ARD period, At the end of the annual ARD period, students may not have mastered all of the students may not have mastered all of the goal but may have mastered a portion of the goal but may have mastered a portion of the goal indicating progress towards mastery.goal indicating progress towards mastery.


Rewritten ObjectiveRewritten Objective

In a structured writing assignment, In a structured writing assignment, Johnny will edit towards standard Johnny will edit towards standard grammar and usage to include grammar and usage to include subject/verb agreement with 70% subject/verb agreement with 70% accuracy.accuracy.


Writing ObjectivesWriting ObjectivesGOAL: By the 2009-2010 GOAL: By the 2009-2010

annual ARD, when annual ARD, when presented with grade presented with grade level standards, Johnny level standards, Johnny will edit towards will edit towards standard grammar and standard grammar and usage as evidenced by usage as evidenced by mastery of the following mastery of the following objectives at the criteria objectives at the criteria level indicated below.level indicated below.

OBJECTIVE: Given a OBJECTIVE: Given a structured writing structured writing assignment, assignment, Johnny will use Johnny will use subject/verb subject/verb agreement in 7 of agreement in 7 of 10 opportunities.10 opportunities.

Who?Who?

Behavior Behavior

(Does what?)(Does what?)

ConditionsConditions

(How (How presented?)presented?)

CriteriaCriteria

(How much?)(How much?)

How evaluated?How evaluated?


Writing ObjectivesWriting Objectives GOAL: By the end 2009-GOAL: By the end 2009-

2010 annual ARD, when 2010 annual ARD, when presented with grade level presented with grade level standards, Susie will answer standards, Susie will answer comprehension questions as comprehension questions as evidenced by mastery of the evidenced by mastery of the following objectives at the following objectives at the criteria level indicated below.criteria level indicated below.

OBJECTIVE: After OBJECTIVE: After reading a passage at reading a passage at her instructional her instructional level, Susie will orally level, Susie will orally answer answer comprehension comprehension questions including questions including literal questions with literal questions with 70% accuracy. 70% accuracy.

Who?Who?

Behavior Behavior

(Does what?)(Does what?)

ConditionsConditions

(How (How presented?)presented?)

CriteriaCriteria

(How much?)(How much?)

How How evaluated?evaluated?


Goal and Objective ActivityGoal and Objective Activity10 minutes10 minutes

In small groups, select a facilitator, In small groups, select a facilitator, recorder, timekeeper and reporterrecorder, timekeeper and reporter

Select a goal previously written for Select a goal previously written for Rusty or Sam in Module 5Rusty or Sam in Module 5

Write 2 objectives using the form Write 2 objectives using the form providedprovided

Record your objectives in sentence Record your objectives in sentence form on the overhead transparency form on the overhead transparency providedprovided


Application Activity: Writing Standards Application Activity: Writing Standards Based Goals and ObjectivesBased Goals and Objectives

Teams will be given a student profile.Teams will be given a student profile. Determine the student’s strengths and needs.Determine the student’s strengths and needs. Develop a PLAAFP statementDevelop a PLAAFP statement Determine an area affected by the disabilityDetermine an area affected by the disability Determine which standard the student will be Determine which standard the student will be

working towardworking toward Develop a goal aligned to the state content Develop a goal aligned to the state content

standardstandard Write at least 2 objectives for that goal using the Write at least 2 objectives for that goal using the

forms providedforms provided Determine if all criteria for goals and objectives Determine if all criteria for goals and objectives

have been methave been met Write the goal and two objectives on an overhead Write the goal and two objectives on an overhead

transparency to share with the total grouptransparency to share with the total group


Case StudiesCase Studies

NAMENAME Page No.Page No. GradeGrade Disability Disability

StanStan PPCDPPCD Dev. Dev. DelaysDelays

LewisLewis 7th7th LD/OHILD/OHI

JuanitaJuanita 9th9th MRMR

SuzieSuzie 4th4th MR/SIMR/SI

MariaMaria 3rd3rd LDLD


DomainDomain StrengthsStrengths ChallengesChallengesVocationalVocational

Communication/Communication/

LanguageLanguage

AcademicsAcademics

Motor/SensoryMotor/Sensory

Social/EmotionalSocial/Emotional

Self Help/Self Help/

IndependenceIndependence

PLAAFP:______________________________________________________PLAAFP:____________________________________________________________________________________________________________________________________________________________


Questions and Questions and ConcernsConcerns

1/12/09module 6 - cypress-fairbanks i.s.d.1 module 6: 2 hours developing objectives aligned to state...

Documents

student behavior

state standards module

group discussions

developing data

data collectionmodule

hoursdeveloping objectives

group activity

purpose of trainingthe