Data CollectionPresented 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 mpenner@nasd.k12.pa.us

Beckie Rotondo 6 years as Full-time AS teacher 6 years as Itinerant AS teacher District Assistive Technology Leader and

Consultant rrotondo@nasd.k12.pa.us

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.) Proportion

What 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.) Duration

for 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

WCP

M

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

Num

ber o

f Wor

ds In

crea

sed

Series1

Math Computation

0

10

20

30

40

50

60

70

80

90

9/8/200

8

9/15/2

008

9/22/2

008

9/29/2

008

10/6/

2008

10/13

/2008

10/20

/2008

10/27

/2008

11/3/

2008

11/10

/2008

11/17

/2008

11/24

/2008

12/1/

2008

12/8/

2008

12/15

/2008

12/22

/2008

12/29

/2008

1/5/200

9

1/12/2

009

1/19/2

009

1/26/2

009

2/2/200

9

2/9/200

9

2/16/2

009

2/23/2

009

3/2/200

9

3/9/200

9

3/16/2

009

3/23/2

009

3/30/2

009

4/6/200

9

4/13/2

009

4/20/2

009

4/27/2

009

5/4/200

9

5/11/2

009

Testing Dates

corr

ect a

nsw

ers

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 useful

Used to shape student’s educational program

Assess the efficacy of the chosen activities and teaching styles

Look for trends in behaviors and learning

Keys to Successful Data Collection Make the data relevant to your goals

Make 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 data

chapter tests, worksheets, work samples

Organize dataDated, scored, placed in central

location Identify relevancy of data

Related to IEP goals, prerequisite skills

8 Steps to Determine Methodology Decide relationships among data

Correlation or causation Decide what new data are needed

In what form? Frequency, duration, latency, etc.

Decide how to collect needed dataUsing 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