1. Data Collection Presented by: Meredith Penner, M.Ed. Rebecca Rotondo, M.Ed. Norristown Area School District Itinerant Autistic Support Teachers 610-630-6000, ext.6025

2. 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

3. 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

4. Purposes  Directs teaching and instruction (monitoring/adjusting) Starting point Determines instructional approach Assess student mastery

5. Purposes (cont.)  Memory aid for student performance  Maintain objectivity and consistency (must be measurable)  Verifies eligibility for programs, services and placement

6. Purposes (cont.)  Lets student know how they are doing Feedback for improvement Rewards and success

7. Data Formats  Standardized tests  Chapter tests, Quarterly Tests  Teacher-Made tests and formats (rubrics, etc.)  Format Structure Efficient-quick and to the point Easily understood to those reading Should not require insight, interpretation, or judgment

8. 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.)

9. 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 contact Exception…you should collect data on new behaviors to identify function (FBA)

10. Where Does it Fit in the IEP?  Measurement of objectives and goals  Present Ed. Levels  Progress Reporting  Due Process

11. 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)

12. 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

13. 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

14. 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

15. Methods of Evaluation  And these… Charting toileting successes and accidents Number of independent responses Teacher checklist of ability to complete a task (task analysis) Teacher checklist of prompting hierarchy

16. Types of Behavioral Data  Frequency How often a behavior occurs over a given period of time Best used when the goal is to increase or decrease the occurrences of a behavior

17. Types of Behavioral Data (cont.)  Proportion What percentage of available opportunities did the behavior occur? worksheets Best 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)

18. 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

19. 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

20. 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

21. Writing Data

22. Oral Reading Fluency Data

23. Spelling Data

24. Restraining of Students

25. Repeated Reading-# of words increased per week

26. Math Computation

27. Can we help? Audience Input…  Share any ideas  Ask for some help

28. 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

29. 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 possible Find a style and method that is comfortable and effective for you

30. 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

31. Helpful Hints and Ideas  Individual student binders  Subject binders  Tape charts to wall (beware of confidentiality)  Central location to house all data

32. 8 Steps to Determine Methodology  Review existing data chapter tests, worksheets, work samples  Organize data Dated, scored, placed in central location  Identify relevancy of data Related to IEP goals, prerequisite skills

33. 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 data Using what tools? Percentage, # correct, # incorrect

34. 8 Steps to Determine Methodology  Decide who will collect the data Special ed. teacher, therapist, regular ed. teacher  Set the next checkpoint for review Marking periods, IEP dates, etc.)

35. Activity  For each goal: identify one criteria example and one method example Create, adapt, or select a data form that would be most efficient

36. 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.

37. 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.

38. 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.

39. Goal #4  In the vocational setting, George will apply problem-solving techniques independently in the workplace on 4/5 trials for 3 consecutive weeks.

40. 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.

41. 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.

42.  Questions and Answers