DATA COLLECTION PART 2 1 TRACKING STUDENT PROGRESS SPE C I ALLY - - PowerPoint PPT Presentation

SPE C I ALLY DE SI G N ED E DUC ATI ON SE RVI C E S PRE SE N TE RS: E MMA PAC K ARD& SUZAN N E FI TZG E RALD

TRACKING STUDENT PROGRESS

DATA COLLECTION

PART 2

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HOMEWORK

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REQUESTED DATA SHEET EXAMPLES

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After completing this session, participants will be able to:

• Apply effective teaching strategies.
• Summarize data to report IEP progress.
• Use data to make program decisions.

OBJECTIVES

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• Design instruction around the student’s

instructional level, using information from their present level of performance.

• Use real-life experiences.

TIPS AND REMINDERS

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EFFECTIVE TEACHING STRATEGIES

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EACH PROGRAM SHEET SHOULD INCLUDE:

• A long-term goal and short-term objective
• Materials you will need for the lesson
• Notes that are pertinent to the lesson
• Prompts to use and Correct Responses
• Correction Procedures for incorrect

responses

• Data recording instructions

PROGRAM SHEETS

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PROMPTING

• Type of Prompt
• Verbal vs. Non-Verbal
• Inadvertent Prompting
• Additional Prompting
• Fading Prompts
• Prompting Consistency

TEACHING STRATEGIES

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PROMPTING: VERBAL VS. NON-VERBAL

• Verbal
• Example: ―What time is it?‖
• Non-verbal
• Example: Alter the task to allow the student

to point to a response. Prompt with, ―Point to the clock that shows 9:30.‖

• For a task analysis lesson, the prompt is the

same for both verbal and non-verbal students.

TEACHING STRATEGIES

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PROMPTING: INADVERTENT PROMPTING

• It is easy to unknowingly prompt your

students.

• Video of Dustin

TEACHING STRATEGIES

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• 1. DID YOU SEE THE INADVERTENT PROMPT? IF SO,

PLEASE TYPE WHAT YOU SAW INTO THE CHAT BOX.

• 2. WHAT ARE SOME OTHER INADVERTENT PROMPTS

THAT YOU SEE OR PERHAPS HAVE DONE WHILE WORKING WITH STUDENTS?

CHAT BOX QUESTIONS

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PROMPTING—ADDITIONAL PROMPTING

• Some students might require additional
• prompts. This should be reflected in the

program sheet.

TEACHING STRATEGIES

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PROMPTING: FADING PROMPTS

• The goal in prompting is always to fade so the

student is as independent as possible.

• Keep in mind, some students will always

require additional prompts.

TEACHING STRATEGIES

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CORRECTION PROCEDURES

• Provide a clear correction-procedure
• Interrupt the behavior
• Revisit incorrect responses
• Adjust correction procedures once a skill is

learned (task analysis)

TEACHING STRATEGIES

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CONSISTENCY

• It is critical to the success of your students that

you follow the prompting and correction guidelines provided in the lesson plan. This will ensure consistency.

• They will help you effectively carry out the

important teaching procedures of prompting, correction, and reinforcement.

TEACHING STRATEGIES

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REINFORCEMENT

• Deliver immediately following a correct

response

• Be specific!

TEACHING STRATEGIES

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LEARNING ONE NEW COMPONENT OF A SKILL AT A TIME

• Break tasks down into manageable

components (individualize)

• Teach one new component at a time to

increase success and limit failure and frustration

• Remember to reinforce!

TEACHING STRATEGIES

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REPETITION

Students benefit from repeated exposure to a new concept. Repeat

• new information in a variety of different

contexts

• information frequently
• areas of difficulty within the context of firm

skills

TEACHING STRATEGIES

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GENERALIZATION

• Opportunities for generalization need to be

planned and embedded throughout the day.

• Look for informal,

teachable moments that can be built into each day.

TEACHING STRATEGIES

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• Use realistic materials
• Naturally occurring prompts
• Practice in the real environment

TEACHING STRATEGIES

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• 1. LET’S TAKE ANOTHER LOOK AT ONE OF THE EXAMPLE

DATA SHEETS FROM THE BEGINNING.

• 2. GIVEN WHAT YOU JUST LEARNED, WHAT

INFORMATION DO YOU NEED TO BE ABLE TO EFFECTIVELY RUN THIS PROGRAM? WHAT WOULD YOU INCLUDE ON A PROGRAM SHEET?

CHAT BOX QUESTIONS

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• What food is the student eating?
• Is more than one kind of food introduced at a

time?

• How long do you wait to prompt the student?
• What constitutes a prompt?
• What happens if the student refuses to eat or

rejects the food?

• Are we taking data every time the student

eats – (lunch time, snack time, special

• ccasions, etc.)?

POSSIBLE PROGRAM INFORMATION

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FOR IEP/PROGRESS REPORTING - ACCURACY

• Add the total number of correct responses over

the past 10 days and divide by the total number

• f possible correct responses.

SUMMARIZING DATA

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SUMMARIZING DATA - DAILY

• Every (/) or (0) is a data point
• Summarize daily data by getting the

percentage of correct trials, in this example use the graph provided on the right hand side

• f each data sheet. Put a square around the

corresponding number for that day i.e., 40%.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY

• Take the most current 9-12 dates of data
• btaining the average by following the

formula below:

• Add the total number of correct

responses over the past 12 days (i.e., 68)

SUMMARIZING DATA

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3 + 5 + 4 + 5 + 6 + 6 + 7 + 5 + 7 + 6 + 8 + 6 = 68

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY

• Add the total number of possible correct

response (i.e., 120).

SUMMARIZING DATA

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10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 120

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY

• Divide the total number correct (i.e., 68) by

the total number possible (i.e., 120) to get the average (i.e., 57%)

68/120 = 57%

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY Example progress report

• Current Short-Term Objective: Student will

count money using next-dollar strategy from $.01 to $5.00 with 70% accuracy.

• Progress: Student is making progress toward

the objective but has not met the long-term goal.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - FREQUENCY

• Add the total number of trials/behaviors over

the past ten days. Divide by ten to get an average frequency rate.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - LATENCY/DURATION

• Add the total time over the past ten days.

Divide by ten to get an average time.

SUMMARIZING DATA

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28+27+20+30+30+35+31+33+29+35+22+32+26+38+31+34+28+39+24+30+34+28=664

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FOR IEP/PROGRESS REPORTING – LATENCY/DURATION

• Divide the total time (i.e., 664 minutes) by 10

days to get the average time across 10 days (i.e., 66.4 minutes)

664/10 = 66.4 min

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING – LATENCY/DURATION

Example progress report

• Current Short-Term Objective: Student will be
• ut of his wheelchair for 90 minutes per day.
• Progress: Student is making progress toward

the objective but has not met the long-term goal.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - FLUENCY

• Add the total time over the past ten days.

Divide by ten to get an average time. And/or

• Add the total number of prompts over the

past ten days. Divide by ten to get an average number of prompts.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - FLUENCY

• Summarize daily data by totaling the number
• f daily prompts and entering it on the

bottom of the data sheet.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - FLUENCY

• Take the most current 5 dates of data
• btaining the average by following the

formula below:

• Add the total number of prompts for each

day (i.e., 50)

SUMMARIZING DATA

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17 + 9 + 10 + 7 + 7 = 50

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FOR IEP/PROGRESS REPORTING - FLUENCY

• Divide the total number of prompts (i.e., 50)

by the total number of days (i.e., 5) to get the average number of prompts per day (i.e., 10)

50/5 = 10

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING – FLUENCY

Example progress report

• Current Short-Term Objective: Student will put
• n a shirt with less than 2 prompts.
• Progress: Student is making progress toward

the objective but has not met the long-term goal.

SUMMARIZING DATA

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• Review data frequently.
• Make adjustments to the program if the

student is not progressing.

• Move the student onto the next skill when

mastery is achieved.

• Use data for IEP progress reporting.

MAKING PROGRAM DECISIONS

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• Besides you, who else takes data on your

students?

• Para-Educators
• Classroom Teachers
• Specialists (OT, PT, SLP, TVI, etc.)
• Volunteers
• Peer Tutors

POLL

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• Take data while others (Peer Tutors or Para-

Educators) run programs to check for reliability.

• If reliability is under 90%, revisit teaching

strategies and data collection.

• It is very common to misunderstand how to

mark data following a correction procedure.

• Use your program sheet to make sure

directions are clear.

RELIABILITY

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• Identify goals & objectives.
• Create a data sheet.
• Create a corresponding program sheet.
• Apply effective teaching strategies.
• Ensure consistency & reliability.
• Summarize data.
• Review data frequently.

SUMMARY

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QUESTIONS

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• Teachers Pay Teachers
• Show ME the Data!: Data-Based Instructional Decisions

Made Simple and Easy by RinaMarie Leon-Guerrero, Chris Matsumoto and Jaime Martin

• www.google.com – Search images for behavior charts
• www.styer-fitzgerald.com – The Styer-Fitzgerald Program

for Functional Academics

• Specially Designed Education Services (SDES)

Suzanne Fitzgerald & Emma Packard suzanne.fitzgerald@styer-fitzgerald.com ebpackard@msn.com

RESOURCES

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Go forth and facilitate data collection in your classrooms!