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Data collection
- 1. Sponsored by FDLRS Action Resource Center
- 2. Assessment Measurement Legal Accountability Collaboration Documentation Problem Solving Monitoring Provide Feedback Diana Ferreira, Amy Rowe and Ann Cacciatore, OCPS
- 3. Factual and unbiased information Information is used for both academic and behavioral programming 2 critical components to data collection Information gathering Decision making
- 4. • Problem Define Solving/RtI What is the problem? Is it working? • CPI COPING Model Academic • Data-based Evaluate & Analyze Decision Behavioral Making Model Why is it occurring? • Continuous What intervention am I going to do? Implement Improvement Model
- 5. SUBJECTIVE (UN- OBJECTIVE (MEASURABLE) MEASURABLE) Logan throws a tantrum Logan cries and kicks when he does not get his objects/people when he way. is denied access to the computer. Angelina will identify When given a verbal numbers. prompt “touch the number ___”, Angelina will expressively identify the requested number given an array of 3 choices.
- 6. Is objective and non-judgmental Helps to define the problem Original data (before any intervention has taken place) Is used to compare and evaluate the effectiveness of the intervention
- 7. Event Recording / Frequency Record how many times a behavior occurs Green Duration Used to document the amount of time a student Blue spends in engaging in a behavior A-B-C Antecedent – Behavior – Consequence Purple Documents what occurs before/after a behavior Percent Correct Number of correct responses divided by the total Pink number of opportunities to respond Latency Documents how long it takes for a behavior begin Orange after a demand or event occurs Diana Ferreira, Amy Rowe and
- 8. Be consistent in the type of data collected Ensure that all who are taking data have been trained and understand the data collection tool being used. Does intervention/data collection plan pass the “Stranger Test”?
- 10. Meet Julie
- 12. What system(s) do you have in place for managing the sometimes overwhelming amount of student data that is collected?
- 13. Must occur to be able to analyze the data collected Quick and easy visual summaries that allow for easy determination of patterns of behavior evaluate results on new teaching strategies determine if interventions are/are not having the desired effects
- 18. Review data points every 3 sessions Ask yourself is the data… Improving? Staying the same (flattening)? Worsening? Make a decision!
- 19. Possible Actions: Continue services and supports with current annual goal. Continue services and supports and increase annual goal. Gradually fade services or supports to determine if the student can perform independently. 19
- 20. Possible Actions: Determine if the services and supports were implemented as intended. If not, improve implementation of services and supports. If yes, increase intensity of current services and supports and assess impact. If rate doesn’t improve, return to problem 20 solving.
- 21. Possible Actions: Determine if the services and supports were implemented as intended. If not, improve implementation of services and supports. If yes, return to problem solving. 21
Hinweis der Redaktion
- Sketch your classroom
- Assessment-objective assessment of behavior changeMeasurement-student making progressLegal accountability-Communication-Across settings and peopleDocumentation-Prevents relying on memoryProblem solving-Difficulties in progressMonitor-Determine effectivenessProvide feedback-To students parents and staffAt a meeting, rather than saying Michael never does any work. It would be much better to pull data which shows that Michael is only on task 50% of each class period.The IEP will drive your data collection and makes you responsible for providing information about behavior and social skills in a logical, precise, tangible method.
- Props: index card file folder, post-it note folder, ring w/ cards, binders, etc.
- In reviewing the IEP, the student’s rate of progress and the likelihood of achieving the annual goals should be the first indicator of how well the IEP is working for the student.The student’s progress towards the annual goal is measured through ongoing data collection. To determine if the response has been positive, the teacher or the IEP team will look at the data to see if the gap between current and expected student performance is closing. The expected performance is the target set in the annual goal. Take a look at this graph of student progress. The green line shows the expected rate of progress for the student to reach the goal. The dotted line shows the student’s actual progress. Does the gap between the two appear to be closing? Yes!If the response has been positive, the following actions are possible:Continue services and supports with current annual goal.Continue services and supports and increase annual goal.Gradually fade services or supports to determine if the student can perform independently.This may look familiar to you. This decision rule is from the PS-RtI framework. The progress-monitoring data charts and descriptions of possible actions are adapted from the book Guiding Tools for Instructional Problem Solving (GTIPS) (2011). Hold up the GTIPS Book.Note: If participants inquire about where to find graphing programs, mention that progress-monitoring software is sometimes available with their reading and mathematics curricula. If not, they can create progress-monitoring graphs using database software such as Excel. Graphing programs for progress monitoring are also available for download online.
- A questionable response is when the rate of progress is not sufficient to close the gap, as shown in this graph.If the response is questionable, the following actions are possible:Determine if the services and supports were implemented as intended. This is where monitoring with integrity comes into play. If not, improve the implementation of services and supports.If yes, increase intensity of current services and supports and assess impact. If the rate of progress doesn’t improve, return to problemsolving.
- A poorresponse is when the gap continues to widen with no change or improvement in the rate of progress.If the response is poor, the following actions are possible:Determine if the services and supports were implemented as intended, including instruction, accommodations, etc.If not, improve implementation of services and supports.If yes, return to problemsolving. Review student data to make sure the correct problem is identified and/or change the instructional strategy or supports as needed (e.g., change an accommodation that does not appear to be enabling the student to perform as anticipated).