data collection presented by: meredith penner, m.ed. rebecca rotondo, m.ed. norristown area school...
TRANSCRIPT
Data Collection
Presented by: Meredith Penner, M.Ed. Rebecca Rotondo, M.Ed.
Norristown Area School DistrictItinerant Autistic Support
Teachers610-630-6000, ext.6025
Agenda Introductions Data Collection Purposes Data Collection Formats IEP Relevance Data Collection Data Collection Methods Examples of Data Audience Input Keys to Successful Data Collection Helpful Hints 8 steps to Determine Methodology Group Activity
Presenters:
Meredith Penner 6 years as Full-time AS teacher 1 year as Itinerant AS teacher School TSS consultant [email protected]
Beckie Rotondo 6 years as Full-time AS teacher 6 years as Itinerant AS teacher District Assistive Technology Leader and
Consultant [email protected]
Purposes Directs teaching and instruction
(monitoring/adjusting)Starting pointDetermines instructional approachAssess student mastery
Purposes (cont.) Memory aid for student
performance Maintain objectivity and consistency
(must be measurable) Verifies eligibility for programs,
services and placement
Purposes (cont.) Lets student know how they are
doingFeedback for improvementRewards and success
Data Formats Standardized tests Chapter tests, Quarterly Tests Teacher-Made tests and formats
(rubrics, etc.) Format Structure
Efficient-quick and to the pointEasily understood to those readingShould not require insight,
interpretation, or judgment
IEP Relevance You are only responsible to collect
on IEP goals and objectives Good idea to also collect data on
maladaptive behaviors that may emerge to establish patterns
Collect data in relation to how and when as stated on the IEP (weekly, monthly, quarterly—work samples, checklists, etc.)
IEP Relevance (cont.) DUE PROCESS!!!!!! Don’t put anything in the IEP that you
are unwilling or unable to do Restraining students
You must document all times of restraining as per Ch.14
Eye contactException…you should collect data
on new behaviors to identify function (FBA)
Where Does it Fit in the IEP? Measurement of objectives and
goals Present Ed. Levels Progress Reporting Due Process
Data Collection in the IEP The connections
Direct link between: Expected level of achievement (How well
is the student to perform on this objective?)
Evaluation schedule (when and how often)
Method (assessment procedure)
Criteria Examples
% of time # of times With # or % of accuracy With no more than x errors Words/digits per minute With X movement on a prompting
hierarchy
Criteria Examples
Independently With a grade of x or better X or better on a rubric With no more than x occurrences With an x or better on a rating scale With x/x points on an assessment
checklist
Methods of Evaluation
Teacher-made data collection forms Work samples Recording sheets Anecdotal records Teacher checklists Baseline information Performance data collection Curriculum-based assessments Portfolios Rubrics Rating scales
Methods of Evaluation
And these…Charting toileting successes and
accidentsNumber of independent responsesTeacher checklist of ability to
complete a task (task analysis)Teacher checklist of prompting
hierarchy
Types of Behavioral Data
FrequencyHow often a behavior occurs over a
given period of timeBest used when the goal is to
increase or decrease the occurrences of a behavior
Types of Behavioral Data (cont.)
ProportionWhat percentage of available
opportunities did the behavior occur?
worksheetsBest used when the goal is to
increase the quality of a behavior Episode
Was there an occurrence of the behavior during this period (maladaptive behaviors)
Types of Behavioral Data (cont.)
Durationfor how long did the behavior
occur?Best used for open-ended
behaviors that you are trying to increase
The amount of time a student attends to a task
Types of Behavioral Data (cont.)
Latency How long was the period of time between
the discriminative stimulus and the response
Used with the student who “wastes” time between a request and its associated response
Inter-response time How long was the period between
behaviors
Types of Behavioral Data (cont.)
Intensity To what degree was the behavior
present? BE CAREFUL!!!! Very subjective Rating scales-often used to describe a
behavior Quality
How well was the behavior performed? BE CAREFUL!!!! Tough to be objective Portfolios
Writing Data
0
1
2
3
4
5
6
7
8
9
9/18
/200
8
9/25
/200
8
10/2
/200
8
10/9
/200
8
10/1
6/20
08
10/2
3/20
08
10/3
0/20
08
11/6
/200
8
11/1
3/20
08
11/2
0/20
08
11/2
7/20
08
12/4
/200
8
12/1
1/20
08
12/1
8/20
08
12/2
5/20
08
1/1/
2009
1/8/
2009
1/15
/200
9
1/22
/200
9
1/29
/200
9
2/5/
2009
2/12
/200
9
2/19
/200
9
2/26
/200
9
3/5/
2009
3/12
/200
9
3/19
/200
9
3/26
/200
9
4/2/
2009
4/9/
2009
4/16
/200
9
4/23
/200
9
4/30
/200
9
5/7/
2009
5/14
/200
9
5/21
/200
9
5/28
/200
9
6/4/
2009
Testing Dates
SC
OR
E GOAL
SCORE
Trendline
James
IEP Date: 5/19/2008DIBELS
Goal: Either given a topic or using a topic of choice, James will write a 5-7 sentence paragraph scoring at least an 8/10 using the writing rubric on 4 consecutive writing samples.
Oral Reading Fluency Data
Reading Once a WeekDouglas-Level 2
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
BL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Weeks
WC
PM
BL Goal Line WCPM Errors/M Trendline (WCPM)
Spelling Data
Michael's 2nd Trimester Spelling
0
20
40
60
80
100
120
Probe 1 Probe 2 Probe 3 Probe 4 Probe 5
Series1
Restraining of Students
NAME OF LEA:
INTERMEDIATE UNIT# :
PA Secure Student ID #
Student's Disability
Student's Grade
Level/or Age of
Student
School Building Attended
Date When Restraints Were Used To Control
Aggressive Behavior
Physical Location
Where Intervention
Occurred
Type of Restraint(s)
Used
Length of Time Restraint Lasted
Number of Staff Who
Conducted the Restaint
Staff Titles of Individauls
Who Conducted the
Restraint
Did any Injury Occur to
Student and/or staff? If so, what Kind?
Was the Use of Restraints
Listed in the Student's IEP?
Repeated Reading-# of words increased per week
Jordan Repeated Reading-1st M.P.
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
Week 1 Week 2 Week 3 Week 4 Week 5
Week
Nu
mb
er o
f W
ord
s In
crea
sed
Series1
Math Computation
0
10
20
30
40
50
60
70
80
90
9/8/
2008
9/15
/200
8
9/22
/200
8
9/29
/200
8
10/6
/200
8
10/1
3/200
8
10/2
0/200
8
10/2
7/200
8
11/3
/200
8
11/1
0/200
8
11/1
7/200
8
11/2
4/200
8
12/1
/200
8
12/8
/200
8
12/1
5/200
8
12/2
2/200
8
12/2
9/200
8
1/5/
2009
1/12
/200
9
1/19
/200
9
1/26
/200
9
2/2/
2009
2/9/
2009
2/16
/200
9
2/23
/200
9
3/2/
2009
3/9/
2009
3/16
/200
9
3/23
/200
9
3/30
/200
9
4/6/
2009
4/13
/200
9
4/20
/200
9
4/27
/200
9
5/4/
2009
5/11
/200
9
Testing Dates
corr
ect
an
swe
rs
GOAL
correctansw ers
Trendline
Ryan G.
IEP Date: 12/17/2007math computation probes
Goal: Ryan will use various taught strategies (counting up or back, using a number grid, manipulatives, dots, etc.) to consistently solve 10 additions and subtraction problems without regrouping to/from 20 with 80% accuracy in 3 consecutive trials.
color coded number grid
w ent back to using touch math
Can we help? Audience Input…
Share any ideas Ask for some help
Keys to Successful Data Collection
Make data usefulUsed to shape student’s
educational programAssess the efficacy of the chosen
activities and teaching stylesLook for trends in behaviors and
learning
Keys to Successful Data Collection
Make the data relevant to your goalsMake sure you are taking data that
is appropriate for the documented behavior and goals
Make it as painless as possibleFind a style and method that is
comfortable and effective for you
Helpful Hints and Ideas Use small counters for frequent and
countable behaviors Removable label on leg Peer tutors for flash cards Take time at the end of the day to
review data Review and summarize quarterly
Helpful Hints and Ideas Individual student binders Subject binders Tape charts to wall (beware of
confidentiality) Central location to house all data
8 Steps to Determine Methodology
Review existing datachapter tests, worksheets, work
samples Organize data
Dated, scored, placed in central location
Identify relevancy of dataRelated to IEP goals, prerequisite
skills
8 Steps to Determine Methodology
Decide relationships among dataCorrelation or causation
Decide what new data are needed In what form? Frequency, duration,
latency, etc. Decide how to collect needed data
Using what tools? Percentage, # correct, # incorrect
8 Steps to Determine Methodology
Decide who will collect the dataSpecial ed. teacher, therapist,
regular ed. teacher Set the next checkpoint for review
Marking periods, IEP dates, etc.)
Activity For each goal:
identify one criteria example and one method example
Create, adapt, or select a data form that would be most efficient
Goal #1 Within the speech room, John will
identify spatial concepts (in, on, under, and beside) using manipulatives and pictures by responding verbally to “where” questions 4/5 trials for 3 consecutive weeks.
Goal #2 In a variety of settings, Tim will use
math computation skills needed to keep a personal budget with 80% accuracy for 3 consecutive weeks.
Goal #3 In the regular ed. setting, Melissa
will write a 5-7 sentence paragraph, using capitalization, punctuation, and no more than 3 spelling errors on 4/5 trials for 3 consecutive weeks.
Goal #4 In the vocational setting, George
will apply problem-solving techniques independently in the workplace on 4/5 trials for 3 consecutive weeks.
Goal #5 In the special education classroom,
Suzy will utilize eye gaze location in order to identify her name when presented with a choice of 2 words 4/5 trials for 3 consecutive weeks.
Goal #6 Throughout his school day, Jose will
recognize dry/wet pants by verbalizing his need to use the bathroom 4/5 times for 3 consecutive weeks.
Questions and Answers