2. SPECIALLY DESIGNED EDUCATION SERVICES PRESENTERS: EMMA PACKARD& SUZANNE FITZGERALD TRACKING STUDENT PROGRESS DATA COLLECTION PART 2 1

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8. REQUESTED DATA SHEET EXAMPLES 7

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13. 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 12

14.  Design instruction around the student’s instructional level, using information from their present level of performance.  Use real-life experiences. TIPS AND REMINDERS 13

15. EFFECTIVE TEACHING STRATEGIES 14

16. E ACH P ROGRAM S HEET S HOULD I NCLUDE :  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 15

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18. P ROMPTING  Type of Prompt  Verbal vs. Non-Verbal  Inadvertent Prompting  Additional Prompting  Fading Prompts  Prompting Consistency TEACHING STRATEGIES 17

19. P ROMPTING : V ERBAL VS. N ON -V ERBAL  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 18

20. P ROMPTING : I NADVERTENT P ROMPTING  It is easy to unknowingly prompt your students.  Video of Dustin TEACHING STRATEGIES 19

21. 1.D ID YOU SEE THE INADVERTENT PROMPT ? I F SO, PLEASE TYPE WHAT YOU SAW INTO THE CHAT BOX. 2.W HAT ARE SOME OTHER INADVERTENT PROMPTS THAT YOU SEE OR PERHAPS HAVE DONE WHILE WORKING WITH STUDENTS ? CHAT BOX QUESTIONS 20

22. P ROMPTING —A DDITIONAL P ROMPTING  Some students might require additional prompts. This should be reflected in the program sheet. TEACHING STRATEGIES 21

23. P ROMPTING : F ADING P ROMPTS  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 22

24. C ORRECTION P ROCEDURES  Provide a clear correction-procedure  Interrupt the behavior  Revisit incorrect responses  Adjust correction procedures once a skill is learned (task analysis) TEACHING STRATEGIES 23

25. C ONSISTENCY  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 24

26. R EINFORCEMENT  Deliver immediately following a correct response  Be specific! TEACHING STRATEGIES 25

27. L EARNING ONE NEW C OMPONENT OF A S KILL AT A T IME  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 26

28. R EPETITION 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 27

29. G ENERALIZATION  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 28

30.  Use realistic materials  Naturally occurring prompts  Practice in the real environment TEACHING STRATEGIES 29

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35. 1.L ET ’ S TAKE ANOTHER LOOK AT ONE OF THE EXAMPLE DATA SHEETS FROM THE BEGINNING. 2.G IVEN WHAT YOU JUST LEARNED, WHAT INFORMATION DO YOU NEED TO BE ABLE TO EFFECTIVELY RUN THIS PROGRAM ? W HAT WOULD YOU INCLUDE ON A PROGRAM SHEET ? CHAT BOX QUESTIONS 34

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37.  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 occasions, etc.)? POSSIBLE PROGRAM INFORMATION 36

38. F OR IEP/P ROGRESS R EPORTING - A CCURACY  Add the total number of correct responses over the past 10 days and divide by the total number of possible correct responses. SUMMARIZING DATA 37

39. S UMMARIZING D ATA - D AILY  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 of each data sheet. Put a square around the corresponding number for that day i.e., 40%. SUMMARIZING DATA 38

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41. F OR IEP/P ROGRESS R EPORTING - A CCURACY  Take the most current 9-12 dates of data obtaining the average by following the formula below: Add the total number of correct responses over the past 12 days (i.e., 68) SUMMARIZING DATA 40

42. 3 + 5 + 4 + 5 + 6 + 6 + 7 + 5 + 7 + 6 + 8 + 6 = 68 SUMMARIZING DATA 41

43. F OR IEP/P ROGRESS R EPORTING - A CCURACY  Add the total number of possible correct response (i.e., 120). SUMMARIZING DATA 42

44. 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 120 SUMMARIZING DATA 43

45. F OR IEP/P ROGRESS R EPORTING - A CCURACY  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 44

46. F OR IEP/P ROGRESS R EPORTING - A CCURACY 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 45

47. F OR IEP/P ROGRESS R EPORTING - F REQUENCY  Add the total number of trials/behaviors over the past ten days. Divide by ten to get an average frequency rate. SUMMARIZING DATA 46

48. F OR IEP/P ROGRESS R EPORTING - L ATENCY /D URATION  Add the total time over the past ten days. Divide by ten to get an average time. SUMMARIZING DATA 47

49. 28+27+20+30+30+35+31+33+29+35+22+32+26+38+31+34+28+39+24+30+34+28=664 48

50. F OR IEP/P ROGRESS R EPORTING – L ATENCY /D URATION  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 49

51. F OR IEP/P ROGRESS R EPORTING – L ATENCY /D URATION Example progress report  Current Short-Term Objective: Student will be out 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 50

52. F OR IEP/P ROGRESS R EPORTING - F LUENCY  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 51

53. F OR IEP/P ROGRESS R EPORTING - F LUENCY  Summarize daily data by totaling the number of daily prompts and entering it on the bottom of the data sheet. SUMMARIZING DATA 52

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55. F OR IEP/P ROGRESS R EPORTING - F LUENCY  Take the most current 5 dates of data obtaining the average by following the formula below: Add the total number of prompts for each day (i.e., 50) SUMMARIZING DATA 54

56. 17 + 9 + 10 + 7 + 7 = 50 55

57. F OR IEP/P ROGRESS R EPORTING - F LUENCY  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 56

58. F OR IEP/P ROGRESS R EPORTING – F LUENCY Example progress report  Current Short-Term Objective: Student will put on 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 57

59.  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 58

60.  Besides you, who else takes data on your students? Para-Educators Classroom Teachers Specialists (OT, PT, SLP, TVI, etc.) Volunteers Peer Tutors POLL 59

61.  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 60

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63.  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 62

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65. 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 64

66. Go forth and facilitate data collection in your classrooms!