1. Data Collection For Ancillary Attendants and Case Managers Presented by Ann Kennedy Autism Consultant/Diagnostician

3. Why Collect Data? Documentation that IEP is being implemented Documentation that IEP is being implemented Monitoring of daily progress Monitoring of daily progress Decision-making for selection of goals Decision-making for selection of goals Reporting of overall Reporting of overall student progress student progress Decision-making for Decision-making for teaching methods teaching methods

4. Ancillary Attendant Duties Facilitate the IEP in the Gen Ed Classroom: prompt! Facilitate the IEP in the Gen Ed Classroom: prompt! Make mental notes Make mental notes Record an estimated level of prompts and progress each day or each class period, for: Record an estimated level of prompts and progress each day or each class period, for: – PreVoc – Behavior – Social Skills – Communication Give the data collection to Give the data collection to the case manager at the the case manager at the end of each day. end of each day.

5. Case Manager Duties Remember that the attendant is “borrowing” your teaching license Remember that the attendant is “borrowing” your teaching license Monitor the data and activities of AA – daily! Monitor the data and activities of AA – daily! Collect trial-by-trial data every two weeks for report card (IEP) scoring Collect trial-by-trial data every two weeks for report card (IEP) scoring Communicate with the parents Communicate with the parents

6. Prompting Level 0 = Independence (Natural) Level 0 = Independence (Natural) Level 1 = Expectant Waiting Level 1 = Expectant Waiting Level 2 = Visual and Verbal Cues Level 2 = Visual and Verbal Cues Level 3 = Combinations of above Level 3 = Combinations of above Level 4 = Physical Cues/Assistance Level 4 = Physical Cues/Assistance

7. Estimating Performance (for AAs) While facilitating (prompting), keep mental notes While facilitating (prompting), keep mental notes Record the average range of performance per skill (objective) Record the average range of performance per skill (objective)

8. Recording Codes (for AAs) Record a number for the average prompting required for the student to perform the skill (per objective) Record a number for the average prompting required for the student to perform the skill (per objective)

9. Trial-by-Trial Data Collection TBT = a test, so - no prompting TBT = a test, so - no prompting Should be completed every two weeks for every IEP objective Should be completed every two weeks for every IEP objective Compare TBT with daily estimates of performance Compare TBT with daily estimates of performance Analyze the data to make instructional or prompting modifications Analyze the data to make instructional or prompting modifications The average TBT scores are recorded as progress on the IEP The average TBT scores are recorded as progress on the IEP

10. When You Get Back to School Create a data collection system Create a data collection system Review today’s information (AAs and CMs) Review today’s information (AAs and CMs) Talk about how you will get the info to the case manager at the end of each day Talk about how you will get the info to the case manager at the end of each day Talk about how/when you will discuss the data and make any instructional or prompting changes Talk about how/when you will discuss the data and make any instructional or prompting changes

11. When in doubt…. Consult the instructions on the front of EasyIEP. Consult the instructions on the front of EasyIEP. Email: kennedy_ann@hcde.org Email: kennedy_ann@hcde.org

12. Important! Remember: AAs are working under the license of the case manager Remember: AAs are working under the license of the case manager Only case managers report progress to parents. Only case managers report progress to parents. Let’s practice talking to parents…… Let’s practice talking to parents……

13. Facilitate, Communicate, Cooperate