start student level data system data: the superhero here i come to save the day!

START Student Level Data SystemDATA: THE SUPERHERO

Here I come to save the Day!

Purpose1. Gather data on specific target behaviors critical for

academic success

2. Informative and efficient data system for educators

3. Evaluate START’s impact

START Student Level Data System

Individual Student Target Behaviors

• Independence

• Engagement

• Social Interactions

The Data ProcessIdentify target behaviors

Operationally define target behaviors

Customize data collectionform

Train and practicedata collectionmethod

Collect data and IOA

Analyze andmake decisions

Getting Started• Who collects the data?

• What the data collectors need?

• Where are data sheets stored?

• When will data be collected?

Monday Tuesday Wednesday Thursday Friday

7:50 Arrival Arrival Arrival Arrival Arrival

8:00 Math- DATA (Teacher )

Math Math- DATA(Para)

Math Math- DATA(Counselor)

8:50 Transition Transition Transition Transition Transition

9:00 English- DATA(Para)

English English- DATA( Counselor)

English English- DATA(Teacher)


10:00 Specials Specials Specials Specials Specials


11:00 Lunch- DATA(Para)

Lunch Lunch- DATA(OT)

Lunch Lunch- DATA(Speech)


12:00 Science Science Science Science Science


1:00 History History History History History


2:00 PE PE PE PE PE

2:50 Departure Departure Departure Departure Departure

3:00 Data Meeting

Let the data collection begin!

Independence data sheet

Steps of Routine Date

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STUDENT INDEPENDENCE DATA

Student Name: _________________________ Observer 1: ________________________

Class/Teacher: __________________________ Observer 2: ________________ IOA: ______

Routine: _______________________________

KEY (definitions on back): 4=Independent 3=Visual / Gestural 2=Verbal 1=Partial or Full Physical S=Step not completed by student

Get out this form

Instructions:Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.)


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Routine: _______________________________


Gavin Davis

Mrs. Fredricks

Backpack

Mrs. Fredricks

Jay Sanchez

Instructions:Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) Task-analyze the routine (i.e. indicate the steps necessary for

completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class)

Operationally Define Target Behaviors:Task Analysis

• Task Analysis (TA)– Identify all the cues and behaviors in a routine

• Methods for conducting a Task Analysis– Observe – Perform – View video


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1. Hangs up backpack on hook

2. Unzips backpack

3. Takes out school supplies

4. Places school supplies on shelf

5. Zips up backpack

Customize Data Collection Form


Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class)

Observe the routine, and for each step, circle all prompts needed for the student to complete the step


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Routine: _______________________________


Gavin Davis

Mrs. Fredricks

Backpack

Mrs. Fredricks

Jay Sanchez


2. Unzips backpack



KEY Definitions:

4 = student did the step on his own (okay if a visual prompt such as a schedule was used) 3 =student needed an adult to present a visual or gestural prompt to complete the step 2 = student was reminded or told how to complete the step

1 = partial or full physical assistance was provided to complete the step such as hand over hand or initiation

S = student said nothing or did nothing to complete step and step was not completed by the student


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2. Unzips backpack



5. Zips up backpack

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Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet(e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class).Observe the routine, and for each step, circle all prompts needed for the student to complete the step.

Collect independence data on the same routine for a 2-3 days across two consecutive weeks.


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2. Unzips backpack



5. Zips up backpack

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Instructions:Select a daily routine to observe that is problematic for the student

(e.g. arrival, putting away materials, lunch, dismissal, toileting, task

completion, etc.)Task-analyze the routine (i.e. indicate the steps necessary for

completing the routine) and list in the left column of the data sheet

(e.g. Arrival: get off the bus, come into the school, go to the locker,

get materials needed for 1st class, go to class).Observe the routine, and for each step, circle all prompts needed for

the student to complete the step.Collect independence data on the same routine for a minimum of

two

days per week

After every third data point, analyze the data; determine if independence is improving, staying the same, or declining; and then, based on your analysis of the data, make a corresponding plan.

For easier analysis, draw a line connecting each day and insert a phase line when intervention is implemented or is changed


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2. Unzips backpack



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Improving Staying the same

Declining

Excellent! Keep

current teaching format

Performing independently

Excellent! Maintain routine and target a new

routineObserve the routine &

determine possible problem

Is NOT as Independent

as possible at this routine

Independence is not

improving because:

Data analysis:Based on the past 3 data points, independence on this routine is:

•Task needs to be broken down into smaller steps•Prompting is occurring too quickly•Prompting is occurring too frequently •Prompting is too delayed•Current prompt is not effective at getting step to occur•Step is dependent on a prompt (prompt dependency)•Step seems like it could occur without a prompt•Reinforcer is not motivating enough•Reinforcer was not delivered following completion of routine

Plan of Action based on the assessment:

Break down the task into smaller steps

Wait to provide a prompt on steps: ________

Remember to provide only one prompt for steps: _________

Provide a more immediate prompt on steps: __________

Need to start with higher level of assistance on steps:______

Need to fade level of prompt on steps: ______

Provide no prompt on steps: ______

Find a new reinforcer

Deliver reinforcer

Other: _____________________________

All steps


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2. Unzips backpack



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9/8/14- fading prompt level and incorporate visual schedule


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2. Unzips backpack



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Engagement data sheet

Get out this form

Target behavior Minutes of time

engaged out of 15

minutes

Date

Group or Indiv(circle one)

Subject:______________Gen Ed or Spec

Ed(circle one)

13-15 mins10-12 mins

7-9 mins3-6 mins0-2 mins

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Student Engagement Data

Student Name: _________________________ Observer 1: ________________________ IOA: __________

Class/Teacher: _________________________ Observer 2: ________________________

Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the

teacher Student specific definition:

Instructions:

Select a classroom instruction time of 15 minutes, for either group and/or individual instruction, that is problematic for the student (i.e. student is rarely engaged)




Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by

teacher Example for Individual activity – Student is completing work on his/her own as assigned by the


Gavin Davis Mrs. Fredricks

Jay SanchezMrs. Fredricks

An Operational Definition is Important Because it…

– allows us to speak the same language– increases accuracy in data collection– tells us what to teach – provides consistency in teaching across data

collectors

Operational Definition Stated in Clear Terms:

– terms that are specific, observable, and measurable– what the individual IS doing– Avoid using the following:

• Absence of behavior (non compliance, not completing task, etc.)

• Categories (defiance, aggression, etc.)• Labels (autistic, ADHD, hyperactivity, etc.)• Intentions (attention, escape, etc. )• Internal states (angry, depressed, etc.)

Engagement Definition Examples• Engagement is defined as when Susie is actively attending during

English by responding to an academic task such as writing, reading aloud, talking to a teacher or peer about the academic material.

• Engagement is defined as when Dalton is attending to assigned academic work during Math such as listening to a lecture, looking at a worksheet, silently reading a book.

• Engagement is defined as when George is following the sequence of an activity during circle time such as singing, looking at teacher and/or peers, raising a hand to participate, appropriately imitating gestures and sounds.

• Engagement is defined as when Leslie’s behavior parallels that of her peers during physical education such as running, shooting hoops, jumping, sit-ups, etc.




Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the


Gavin Davis Mrs. Fredricks

Jay SanchezMrs. Fredricks

Group reading: responding to peer questions with a relevant answer, making a comment and/or writing response relevant to topic, and/or asking relevant questions

Individual math: reading math problems, writing solving process, writing answers to math problems, and/or asking relevant math questions.

1 = Attended 0-2 minutes (Attended little or none of the activity)2 = Attended 3-6 minutes (Attended ¼ of the activity)3 = Attended 7-9 minutes (Attended half of the activity)4 = Attended 10-12 minutes (Attended ¾ of the activity)5 = Attended 13-15 minutes (Attended all or the majority of the activity)


engaged out of 15

minutes

Date



Ed(circle one)



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Ed(circle one)

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Reading

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Instructions:

Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction, that is problematic for the student (i.e. student is rarely engaged) Start the timer as soon as you observe the student engaged in the

activity When the student stops engaging, pause the timer When the student starts engaging, start the timer Continue pausing and starting the timer as needed until the activity has

endedBased on the number of minutes showing on the timer, circle the number

that corresponds



engaged out of 15

minutes

Date



Ed(circle one)

13- 15 mins10-12 mins


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Ed(circle one)

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Reading

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engaged out of 15

minutes

Date



Ed(circle one)



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Ed(circle one)

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Reading

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Instructions:

Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction, that is problematic for the student (i.e. student is rarely engaged)

Start the timer as soon as you observe the student engaged in the activity

When the student stops engaging, pause the timer When the student starts engaging, start the timer Continue pausing and starting the timer as needed until the activity has

ended Based on the number of minutes showing on the timer, circle the

number that corresponds Collect engagement data during this same classroom activity for 2-3

days across two consecutive weeks After every third data point, analyze the data; determine if engagement

is improving or declining; and then, based on your analysis of the data, develop a corresponding plan

For easier analysis, draw a line connecting each day and insert a phase line when intervention is implemented or is changed



engaged out of 15

minutes

Date



Ed(circle one)



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Ed(circle one)

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Reading

Math

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Data analysis:Based on the past 3 data points, engagement is:

Improving or occurring at

desirable level

Excellent! Keep current classroom teaching format and when consistently at

desired level, begin to fade intervention to be maintained

by the natural environment

Declining or not occurring at desirable

level

Conduct an assessment

Engagement is not occurring at an acceptable level

because

Doesn’t seem to understand the task Doesn’t wait his turn Doesn’t seem to like the task Doesn’t seem to like group workTask doesn’t involve preferred content Seems distracted by others Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors Low frustration tolerance Doesn’t seem to know how to comment on activity Seems to want access to a particular item/activity that’s not available Difficulty with transition (e.g. preferred to non-preferred activities) Difficulty with change (e.g. change in curricula, subject, group formation, etc.) Becomes easily upset by his/her own mistakes and errors Other: _______________________________________

Math

Reading

Plan of action:

Consider antecedent, teaching, and responding strategies

Reading- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into group activity

Math- Doesn’t seem to understand the task. Strategy: Reteach and Differentiate instruction

Doesn’t seem to like the task. Strategy: Embed preferred topics within the task.


engaged out of 15

minutes

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Ed(circle one)



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Reading

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9-6-14: Reading- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into group activity9-6-14: Math- Doesn’t seem to understand the task. Strategy: Made curriculum modifications


engaged out of 15

minutes

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/14


Data analysis:Based on the past 3 data points, engagement is:

Improving or occurring at

desirable level

Excellent! Keep current classroom teaching format and when consistently at

desired level, begin to fade intervention to be maintained

by the natural environment

Declining or not occurring at desirable

level


Engagement is not occurring at an acceptable level

because

Doesn’t seem to understand the task Doesn’t wait his turn Doesn’t seem to like the task Doesn’t seem to like group workTask doesn’t involve preferred content Seems distracted by others Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors Low frustration tolerance Doesn’t seem to know how to comment on activity Seems to want access to a particular item/activity that’s not available Difficulty with transition (e.g. preferred to non-preferred activities) Difficulty with change (e.g. change in curricula, subject, group formation, etc.) Becomes easily upset by his/her own mistakes and errors Other: _______________________________________


engaged out of 15

minutes

Date



Ed(circle one)



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Ed(circle one)

13-15 mins 10-12 mins


54321

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Reading

Math

9/2/

14

9/4/

14

9/6/

14

9/11

/14

9/13

/14

9/15

/14


9-15-14: Reading and Math- Continued with current strategies given data show progress for both.

Social Skills Assessment

Social Skills Assessment-Secondary LevelStudent: __________________ Date: _______________ Assessment: 1st 2nd 3rd 4th Assessor: _____________________________ Relationship to Student: _______________Rating Key:When given the opportunity: 1 = Never/Rarely 2= Sometimes 3= Often 4= Very often

(0-10%) (11-40%) (41-70%) (71-100%)

Skill Area How Often Brief Description

Hygiene and dress is similar to peers 1 2 3 4During MORNING LOCKER, acknowledges and responds to peers 1 2 3 4During FIRST 5 minutes of class, actively participates in interactions or activities with peers 1 2 3 4During FIRST 5 minutes of class, makes relevant comments and/or actions with peers 1 2 3 4During LAST 5 minutes of class, actively participates in the interactions or activities with peers 1 2 3 4During LAST 5 minutes of class, makes relevant comments and/or actions with peers 1 2 3 4During GROUP activities, actively participates in the interactions or activities with peers 1 2 3 4During GROUP activities, makes relevant comments and/or actions with peers 1 2 3 4During LUNCH, sits with peers 1 2 3 4During LUNCH, actively participates in conversation or activities with peers 1 2 3 4During LUNCH, makes relevant comments and/or actions with peers 1 2 3 4During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

1 2 3 4

During HALLWAY transitions, appropriately responds social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

1 2 3 4

During AFTERNOON LOCKER, acknowledges and responds to peers 1 2 3 4Social Environment Brief Description

Does the student participate in general education classes? Y NDoes the student participate in extracurricular activities? Y NDoes the student attend school sporting events? Y N

Get out this form

Social Interaction Assessment• Purpose

– To obtain a baseline– To identify social skill deficits and what to teach– To assess progress throughout the school year

• When– First month of school (baseline)– At each marking period (assessing progress)

• Total of 4 assessments

Conducting the assessmentRead over the assessment

Three versions: EC, Elementary, and SecondaryReflect on student’s social skill level for each

environmentReview data from social interaction data formFill it out as a teamFor social environment section of the assessment, do

NOT guess, if uncertain, ask caregivers

Social Skills Assessment-Secondary LevelStudent: __________________ Date: _______________ Assessment: 1st 2nd 3rd 4th Assessor: _____________________________ Relationship to Student: _______________Rating Key:When given the opportunity: 1 = Never/Rarely 2= Sometimes 3= Often 4= Very often

(0-10%) (11-40%) (41-70%) (71-100%)

Gavin DavisMrs. Fredricks

9-6-14Teacher

Skill Area How Often Brief Description

Hygiene and dress is similar to peers 1 2 3 4During MORNING LOCKER, acknowledges and responds to peers 1 2 3 4During FIRST 5 minutes of class, actively participates in interactions or activities with peers 1 2 3 4During FIRST 5 minutes of class, makes relevant comments and/or actions with peers 1 2 3 4During LAST 5 minutes of class, actively participates in the interactions or activities with peers 1 2 3 4During LAST 5 minutes of class, makes relevant comments and/or actions with peers 1 2 3 4During GROUP activities, actively participates in the interactions or activities with peers 1 2 3 4During GROUP activities, makes relevant comments and/or actions with peers 1 2 3 4During LUNCH, sits with peers 1 2 3 4During LUNCH, actively participates in conversation or activities with peers 1 2 3 4During LUNCH, makes relevant comments and/or actions with peers 1 2 3 4During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

1 2 3 4

During HALLWAY transitions, appropriately responds social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

1 2 3 4

During AFTERNOON LOCKER, acknowledges and responds to peers 1 2 3 4Social Environment Brief Description

Does the student participate in general education classes? Y NDoes the student participate in extracurricular activities? Y NDoes the student attend school sporting events? Y NDoes the student attend school activities outside of school hours (e.g. holiday events, family night)?

Y N

Does the student attend field trips? Y NDoes the student participate in a peer to peer program? Y NIf yes to the question above, how many peers are assigned to this student?

Social Interaction Assessment Progress Report

Social Interaction Assessment Progress Report

• Purpose– To visually monitor progress throughout the year– Provide a report for parent meetings and student

file• When

– After completing each assessment, transfer data to report

• 1st assessment- within first month of school (baseline)• 2nd, 3rd, & 4th assessment-at each marking period

(assessing progress)

Social Skills Assessment Progress Report-Secondary LevelTo be used in conjunction with the social interaction assessment form

Student: _____________________________ Date of Assessment: 1st _________2nd __________3rd __________ 4th ________Assessor: _____________________________ Relationship to Student: ___________________Peer: a student that has the skill set to serve as a good language and social modelRating Key:When given the opportunity: 1 = Never/Rarely 2= Sometimes 3= Often 4= Very often (0-10%) (11-40%) (41-70%) (71-100%)

Skill Area Rating by Assessment Brief Description1st 2nd 3rd 4th

Hygiene and dress is similar to peersDuring MORNING LOCKER, acknowledges and responds to peersDuring FIRST 5 minutes of class, actively participates in interactions or activities with peersDuring FIRST 5 minutes of class, makes relevant comments and/or actions with peersDuring LAST 5 minutes of class, actively participates in the interactions or activities with peersDuring LAST 5 minutes of class, makes relevant comments and/or actions with peersDuring GROUP activities, actively participates in the interactions or activities with peersDuring GROUP activities, makes relevant comments and/or actions with peers During LUNCH, sits with peersDuring LUNCH, actively participates in conversation or activities with peers During LUNCH, makes relevant comments and/or actions with peersDuring HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.)

During AFTERNOON LOCKER, acknowledges and responds to peersSocial Environment Brief Description

Does the student participate in general education classes?Does the student participate in extracurricular activities?Does the student attend school sporting events?Does the student attend school activities outside of school hours (e.g. holiday events, family night)?Does the student attend field trips?Does the student participate in a peer to peer program? If yes to the question above, how many peers are assigned to this student?

Social Interaction Data

Social Interaction Data- Secondary LevelStudent Name: _________________ Observer 1: ____________ IOA: _______

Class/Teacher: _________________ Observer 2: ____________

)

Key: ML=Morning locker F5= First five minutes of class L5= Last five minutes of class HT= Hallway transition L= Lunch

AL= Afternoon locker Y= Yes N= No Peer=a student that has the skills to serve as a good social and language model Quality of interaction: 1= inappropriate interaction/awkward interaction 2= neutral 3= fair-good interaction N= no

response to interaction A= absence of interaction Social Interaction is defined as:

Date: ML F5 L5 HT L AL Date: ML F5 L5 HT L ML Date: ML F5 L5 HT L ML

Did a peer initiate an interaction with student?

Y Y Y Y Y Y Did a peer initiate an interaction with student?


Y Y Y Y Y Y

N N N N N N N N N N N N N N N N N N

Did student initiate an interaction with a peer?

Y Y Y Y Y Y Did student initiate an interaction with a peer?


Y Y Y Y Y Y


Overall quality of interaction(s) during the time period

3 3 3 3 3 3 Overall quality of interaction(s) during the time period


3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1N N N N N N N N N N N N N N N N N N

A A A A A A A A A A A A A A A A A A

Get out this form

Instructions:

During the designated times (i.e. locker time, first 5 minutes of a class, hallway transition time, lunch time, and afternoon locker time), observe the student, answer the three questions regarding social interaction by circling Y (yes) or N (no), and then rate the quality of the social interaction by circling (i.e. A= absence of interaction, N= no interaction, 1= inappropriate/awkward, 2=neutral, and 3= fair/good)



)

Gavin Davis

Mrs. Fredricks

Mrs. Fredricks

Jay Sanchez

Key: ML=Morning locker F5= First five minutes of class L5= Last five minutes of class HT= Hallway transition L= Lunch

AL= Afternoon locker Y= Yes N= No Peer=a student that has the skills to serve as a good social and language model Quality of interaction: 1= inappropriate interaction/awkward interaction 2= neutral 3= fair-good interaction N= no

response to interaction A= absence of interaction Social Interaction is defined as:

Date: ML F5 L5 HT L AL Date: ML F5 L5 HT L ML Date: ML F5 L5 HT L ML




Y Y Y Y Y Y





Y Y Y Y Y Y





3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1N N N N N N N N N N N N N N N N N N


Key: ML=Morning locker F5= First five minutes of class L5= Last five minutes of

class HT= Hallway transition L= Lunch AL= Afternoon locker Y= Yes N= No Peer=a student that has the skills to serve as a good social and language model Quality of interaction: 1= inappropriate interaction/awkward interaction 2=

neutral 3= fair-good interaction N= no response to interaction A= absence of interaction

Social Interaction is defined as:

Date: ML F5 L5 HT L AL


Y Y Y Y Y Y

N N N N N NDid student initiate an interaction with a peer?

Y Y Y Y Y Y

N N N N N NOverall quality of interaction(s) during the time period

3 3 3 3 3 32 2 2 2 2 21 1 1 1 1 1N N N N N NA A A A A A

Examples of interactions

1= Inappropriate/awkward: Made mostly off topic comments, body position turned away from peer, engaged in a type of physical contact that is not appropriate to the situation, refused assistance, made offensive or rude comments, etc.

2= Neutral: Response or interactions with peers were brief, made comments relevant to topic, body position somewhat towards peer, minimum eye contact, etc. 3= Fair/ Good: Showed positive emotions (e.g. smiling), eye contact, most comments made were relevant to topic, engaged in forms of physical contact that was accepted by peer (e.g. hug, fist bump, high 5), offered or accepted assistance, back and forth interactions, reflected emotions of peers (e.g. engaged in empathy), provided empathetic comments, etc.



Y Y Y Y Y Y


Y Y Y Y Y Y


3 3 3 3 3 32 2 2 2 2 21 1 1 1 1 1N N N N N NA A A A A A

Key: ML=Morning locker F5= First five minutes of class L5= Last five minutes of class HT=

Hallway transition L= Lunch AL= Afternoon locker Y= Yes N= No Peer=a student that has the skills to serve as a good social and language model Quality of interaction: 1= inappropriate interaction/awkward interaction 2= neutral 3= fair-

good interaction N= no response to interaction A= absence of interaction Social Interaction is defined as:

9-8-14



Y Y Y Y Y Y


Y Y Y Y Y Y


3 3 3 3 3 32 2 2 2 2 21 1 1 1 1 1N N N N N NA A A A A A

Key: ML=Morning locker F5= First five minutes of class L5= Last five minutes of class HT=

Hallway transition L= Lunch AL= Afternoon locker Y= Yes N= No Peer=a student that has the skills to serve as a good social and language model Quality of interaction: 1= inappropriate interaction/awkward interaction 2= neutral 3= fair-

good interaction N= no response to interaction A= absence of interaction Social Interaction is defined as:

9-8-14

)

Instructions:

During the designated times (i.e. morning locker, first five minutes of class, last five minutes of class, hallway transition, lunch, and afternoon locker), observe the student, answer the three questions regarding social interaction by circling Y (yes) or N (no), and then rate the quality of the social interaction by circling (i.e. A= absence of interaction, N= no interaction, 1= inappropriate/awkward, 2=neutral, and 3= fair/good)

Collect data 2-3 days across two consecutive weeks

Date:ML F5 L5 HT L AL

Date:ML F5 L5 HT L ML



Y Y Y Y Y YDid a peer initiate an interaction with student?


Y Y Y Y Y Y



Y Y Y Y Y YDid student initiate an interaction with a peer?


Y Y Y Y Y Y





3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1





Gavin Davis

Mrs. Fredricks

Mrs. Fredricks

Jay Sanchez

Instructions:

During the designated times (i.e. morning locker, first five minutes of class, last five minutes of class, hallway transition, lunch, and afternoon locker), observe the student, answer the three questions regarding social interaction by circling Y (yes) or N (no), and then rate the quality of the social interaction by circling (i.e. A= absence of interaction, N= no interaction, 1= inappropriate/awkward, 2=neutral, and 3= fair/good)

Collect data 2-3 days across two consecutive weeks After every third day of data collection, analyze the data; determine if,

when given the opportunity, social interaction, is occurring or is not occurring at a desirable level; and then, based on your analysis of the data, develop a corresponding plan.







Y Y Y Y Y Y





Y Y Y Y Y Y





3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1





Gavin Davis

Mrs. Fredricks

Mrs. Fredricks

Jay Sanchez

Is occurring at a desirable level

Is NOT occurring at

desirable level


Social interaction is not occurring at an

acceptable level because:

Excellent! Keep current strategies in

place and when consistently at

desired level, begin to fade intervention to be maintained by

the natural environment.

Peers don’t know how to engage with student No mediums of exchange Student doesn’t know how to engage with peers No access to peers Adult prompting is interfering

Data analysis:Based on the past 3 data points, when student is given the opportunity to interact, social interaction:







Y Y Y Y Y Y





Y Y Y Y Y Y





3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1





Gavin Davis

Mrs. Fredricks

Mrs. Fredricks

Jay Sanchez

Is occurring at a desirable level

Is NOT occurring at

desirable level
















Y Y Y Y Y Y





Y Y Y Y Y Y





3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1





Gavin Davis

Mrs. Fredricks

Mrs. Fredricks

Jay Sanchez


Is a occurring at desirable level

Is NOT occurring at

desirable level









Plan of action: Increase general education access Set up a peer to peer program Identify student’s interest and use as a medium of exchange Educate peers on student’s interest Pair student with a peer of similar interests Allow students to bring in items that might create interactions Reduce adult interference and let students interact Teach/retrain peers to pay attention, ask student questions, invite to join, give

choices, tell them what they are doing Other:________________________________________________________

Summary of Analysis:• ML: No mediums of exchange & Student doesn’t know how to engage with peers• F5: No mediums of exchange & Student doesn’t know how to engage with peers• L5: Peers don’t know how to engage with student, No mediums of exchange, &

Student doesn’t know how to engage with peers• HT: No mediums of exchange & Student doesn’t know how to engage with peers• Lunch: No mediums of exchange & Student doesn’t know how to engage with peers• AL: Peers don’t know how to engage with student & Student doesn’t know how to

engage with peers

Teach student how to initiate and respond to peers with video modeling, role-playing, and prompting during natural opportunities

Plan of action: Increase general education access Set up a peer to peer program Identify student’s interest and use as a medium of exchange Educate peers on student’s interest Pair student with a peer of similar interests Allow students to bring in items that might create interactions Reduce adult interference and let students interact Teach/retrain peers to pay attention, ask student questions, invite to join, give

choices, tell them what they are doing Other:________________________________________________________

Teach student how to initiate and respond to peers with video modeling, role-playing, and prompting during natural opportunities

Summary of Data Form

Tracking progress at specific points throughout the training year

Training to Use the Data Forms

• Webcast links for each data form• Find them with the data sheets

RCN Priority Next Year• Coaching for Implementation of Evidence-based

Practices• Student Level Data Reporting

start student level data system data: the superhero here i come to save the day!

Documents

purposegather data

data collectionallows

data collectors

data sheets

independence data form

independence data sheet

efficient data system

student level data systemdata