1. Smart Data Collection….. Karen Stargel Jenni Mould

2. DATA Collection Repeat after me…Data is my friend!
Data provides the foundation for the IEP process
Data collected without fidelity might as well not be collected
Data collection is NOT an annual event
Data signals the possible initiation of an IEP
Progress on Goals/Objectives
Data Collection is part of the educational record
Review and Revision of IEPs
Review the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and revise the IEP as appropriate to address—
Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate
It is vital to stress that data is the foundation of the IEP process and that without data we cannot create an educationally meaningful or legally compliant IEP. Data must be taken and recorded. We cannot defend to a parent, a supervisor, or a judge our “gut feelings.” When asked the question, “ What percentage of the time can the student do XYZ?” . We should not tilt our heads to the sky, roll our eyes upward and say, “Well, I guess about X percent of the time.” (You can add your own funny responses)
We are not “guess-u-cators” we are educators and we need data to make educationally meaningful decisions.
I have cited IDEA at 34 CFR 330 so that you have an understanding that we not only need data to create meaningful IEPs, BUT data is also legally required.

3. FAQ Do we have to probe objectives?
YES! According to IDEA, we are required to report progress on goals/objectives on the same reporting schedule as general education students.
How often do we probe goals/objectives?
Best practice would suggest that you have at least 2 data points per week. In the District , specific disciplines, such as AU, require more data points. Please consult with your program supervisor/cluster supervisor/EPS for specifics.
How should data be recorded?
Both qualitatively and quantitatively. Data should be recorded in both the progress report and current functioning. The numbers must be put into words so that there is no question as to how the student is doing and how they are doing it.
Data collection table with dates and percentages or data points.

4. How do I get started? Read your students IEP goals and objectives.
What does the objective measure?
Look at the last progress report so you know where they were.
Look in the data folder- any clues for you.
Collect a baseline (important for noting regression)
Determine your means of collecting the data.

5. Activity 1 What is your objective measuring?
Are there any specific details you need to pay attention to when recording the data?
Where will I get my data?
Let’s Discuss!

6. How do I get data? Probes- Curriculum Based Measurement
Permanent Work product/work samples
Observational data
Structured observations
Behavior logs
Formative assessments

7. Definitions of data tools
Probe- student independent task completed with accommodations but no assistance from the teacher. This is a static measure- in other words a one time look at what they student could do that day at that time.
On-going data- this is data collected during the instructional process, like work products, tickets out the door, teacher questioning, and possibly observation of tasks.

8. Why do I collect different data?
Greater confidence can be placed in the progress-monitoring data if it comes from at least two measures to track any area of student concern (Gresham, 1983), ideally from at least two different sources (Campbell & Fiske, 1989). With a minimum of two methods in place to monitor a student concern, each measure serves as a check on the other. If the results are in agreement, the team has a greater assurance that they can trust the data. If the measures do not agree with one another, the team can investigate the reasons for the apparent discrepancy.

9. Permanent work products
Worksheets
Ticket out the door/Summarizer activities
Daily warm-up assignment
Classwork
Work completed in a teacher directed group
Graphic organizers
Journal sample
Compositions
Project or Performance based product

10. Scoring a work product Let’s look at an example
Consider does the overall grade tie directly to the objective
Options:
Should you score just a portion of the work product for you data point
A grade can still be obtained from the total work
Let’s look at an example

11. Sample:
Sam writes a three paragraph persuasive paper that is scored on a writing rubric that includes scores for conventions, development of the idea, inclusion of an argument/counter argument, editing/revising changes.
On this rubric he gets a score of 75 because he had misspelled words, incomplete sentences, and did not make any grammatical revisions.
His IEP objective says- will write a composition of more than one paragraph using an appropriate organizational pattern specific to that genre.
The modeled pattern for this composition: statement of your argument, description of supporting reasons/examples, then address one counter argument.
Sam’s composition has three paragraphs that included his argument, two supporting reasons and examples and a counter argument.
His objective data point would be 100%.

12. Observations
Structured observation-Direct observations of student behaviors using a structured recording format.
Behavior log- Observations that occur over a period of time or recording of occurrences that can be graphed.

13. Behavior examples in your handouts.

14. Activity 2: Organize your data collection
Are there similar objectives among your students?
Can I group objectives together under subtopics?
How can you flex group your students to streamline data collection?
How do I ensure I get enough data?
Let’s discuss!

15. What might my data sheet look like?
Remember the different types of data you might collect.
Your data sheet has to clearly note the method, any supports provided.
Examples
Note: So your data notebook will include your data sheets for the students you are serving.

16. Data sheet Examples

18. Method of documentation:
WS- work sample
Ob- observed
I- independent task
SG- work with teacher in small group

20. Another way:
Change the level of assistance to number of verbal prompts for the direction.

23. Reporting the data
Put in independent levels, grade level and prompting levels.
Make it clear to the parent what was measured.
Quantitative and qualitative

24. Using data in the IEP Review the last progress report
Add it to current functioning-
Put a voice to the number and number to the voice.
Review the last progress report
Use data to adjust the objective if not mastered
Use the data to write new objectives

25. Questions ?