August 2012 Laurene Beto Annie Kretowicz Taura Anderson

 Find a partner  Note partner’s appearance  Turn your back to your partner and change 5 things about your appearance  Take turns identifying what you see as changes in your partners appearance

 Why use data collection tools  Can use data collection not just for student progress on goals, but also for problem solving  Important to have team communication

 Paraeducators will learn from the classroom teacher the student goals for specific lessons.  Paraeducators will learn from the teacher the instructional strategy that they will use with a student during a lesson.  Paraeducators will learn from the teacher how student performance data will be collected during the lesson.  Paraeducators will communicate with the classroom teacher about student performance after the lesson.

 How long the behavior occurs.  Behaviors that have a clear beginning and end and occur over a span of time.  You can either work on increasing or decreasing the amount of time a behavior is displayed.

 Story Narrative  Portfolio (Work Samples)  Multiple Trial Checklist  Rating Scales

 Goal: Suzie will be observed to initiate a 2-3 word utterance with her friends 3 x’s during a 5 minute play session 4 out of 5 school days.  Tool: Narrative Story  Why:

 Goal: Given a variety of small pieces of paper and loop handled scissors, Jon will independently make at least 5 snips along the edge of at least one paper 4 out of 5 school days.  Tool: Portfolio (Work Samples)  Why :

 Goal: Given 5 red and 5 yellow counting bears, a red dish and a yellow dish, Hien will independently sort red bears from yellow bears with 80% accuracy when requested 4 out of 5 days.  Tool: Multiple Trials  Why :

 Goal: Veronica when given a visual schedule will complete a 2 step direction associated with her daily routines with 80% accuracy.  Tool: Rating Scale  Why :

 Read your goal  As a group decide which data collection tool would be best to use  Make a sample of what the tool would look like  Why did your group decide on that tool?

When we talk about data collection…

 Read the practice sheet  As you watch the video, jot down what you see in the notes section  Check each area as mastered, some emerging or not observed  See how well our group calibrated our results

 A plan to share data collection tools with classroom staff  A definition of calibration and examples of how to develop calibration in your classroom  A plan to share what you know about when to use particular tools to measure progress towards certain goals

Giving feedback that helps all classroom staff know how well Students are learning