NU DATA MEASURES

The NU Data Project will identify, develop, and refine measures that allow you to collect relevant data that

answer important questions about your students’ progress.

There are Eight Essential Characteristics that define a good measure:

1. Brevity2. Simplicity3. Graphability4. Believability5. Accuracy6. Repeatability7. Sensitivity8. Reliability

The NU Data Project has identified 11 Measures that possess all the essential characteristics of a good measure:Screening Measures: 1.Teacher Participation Report

Progress Monitoring Measures: 2. Daily Progress Report 3. Behavior Diary 4. Goal Attainment Scale 5. Self-Graphing Data Form 6. Scatter-Plot Data Form 7. Curriculum-Based Measurements (CBM’s/AimsWeb) 8. ClassMaps Survey 9. STEPS Measure10. Check and Connect Monitoring Sheet

Essential Characteristics of Measures

Brevity◦Measures should be concise and unobtrusive so that data-collection does not interrupt learning and teaching

NU Data MeasuresScatter-Plot Data Forms◦Used to track when, where and how often behaviors occur in a variety of contexts and settings

Class/Activity Monday Tuesday Wednesday Thursday FridayHomeroom

Math

Reading

SpecialLunchScience

Social Studies

TOTALS 4 3 4 4 5

Record each occurrence of the target behavior by day and class/activity. Total the number of occurrences each day and calculate an average for the day week.

Student: ___Jason________________________________ Dates: ______10/03/2011-10/07/2011 ____________Behavior Description: _Removing himself entirely from the physical space he is assigned to for 30 seconds or more. ___________________________________________________________________________________________Start and Stop Time: The behavior starts at the point Jason is outside of his assigned pyscial space for more than 30sec.The behavior stops when Jason returns to his assigned physical space for five minutes of more.

Comments: _____________________________________________________________________________________________________________________________________________________________________________

From Data Without Tears: How to Write Measurable Goals and Collect Meaningful Data, 2010 by Terri Chiara Johnston, Champaign, IL: Research Press (800-519-2707, www.researchpress.com

Scatter Plot Data Form

JC

Essential Characteristics of Measures

Simplicity◦Measures should be uncomplicated so that the data analysis responsibilities fit seamlessly into a school day

NU Data MeasuresDaily Progress Reports

◦Track disruptive behaviors using goal sheets that students carry with them to collect each teachers’ ratings of and comments about the appropriateness of their classroom behavior

0=No 1= Partly 2= Yes

Daily Progress Report Score: ___13___ (Total Points Earned) / ___24___ (Total Points Possible) = ____54___ %

  Daily Subjects

GOALS Reading Math Social Studies Grammar Science Spelling

Talks respectfully to teachers/staff 2 0 1 2 1 1

Raises hand when has something to say/share 1 0 1 1 2 1

Total Points 3 0 2 3 3 2

Essential Characteristics of Measures

Graphability ◦Measures should be easily transposed into meaningful graphs so that teachers, parents, and students can quickly understand, visualize, and plan from the data

NU Data MeasuresSelf-Graphing Data Forms◦ Collects discrete information on student behavior and/or skill

development by tracking the completion of student-specific tasks ◦ Provides instant feedback of student’s progress

Items 9/5 9/6 9/7 9/8 9/9 9/12 9/13 9/14 9/15 9/16 9/19 9/20 9/21 9/22 9/23 9/26 9/27 9/28 9/29 9/30

Agenda Signed 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10Homework comp. 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9Turned in H.W. 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8Put name on Assign. 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7Completed Assign. 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6Wrote neatly 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5Raised Hand 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4Stayed in seat 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3Put date on assign. 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2Put materials away 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1Session 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Dates

Student __Gabriella______________________________________ Dates__9/5/2011 -9/30/2011_____Goal _Gabriella will increase the quality of her homework and assignmenst and turn them in to the teacher daily. _Success will be measured when Gariella puts her name and date on each assignment, writes neatly, turns them in _to her teacher, and has her mother sign her daily agenda. Further, Gabriella will participate in class by raising her __hand to ask for help, put her materials away, and stays in her seat during lessons. _________________________________

Comments _______________________________________________________________________

From Data Without Tears: How to Write Measurable Goals and Collect Data, © 2010 by Terri Chiara Johnston, Champaign, IL: Research Press (800-519-2707, www.researchpress.com)

Self-Graphing Data Form

GB

Essential Characteristics of Measures

Believability◦Measures should be accurate and authentic so that teachers, parents, and students respect the results as useful and relevant

NU Data Measures

◦ Rate and measure student progress towards behavioral, academic and/or social goals using a structured rating system

Goal Attainment Scale

Essential Characteristics of Measures

Reliability◦Measures need to be internally consistent and show validity related to classroom success

NU Data MeasuresClassMaps Survey◦ Eight brief subscales describing important characteristics of

classroom learning environments: teacher-student relationship, peer friendships, peer conflict, worries about peer aggression, home-school relationships, academic self-efficacy, self-determination, and behavioral self-control. Kids in this Class

0% 20% 40% 60% 80% 100%

argue a lot with each other

pick on or make fun of each other

tease each other & name call ing

hit or push each other

say bad things about each other

Never

Sometimes

Often

Almost Always

Essential Characteristics of Measures

Repeatability◦Measures can be used repeatedly without being distorted by practice or familiarity

NU Data MeasuresCheck and Connect Monitoring Sheets◦Used to continuously monitor student engagement by

identifying and tracking warning signs of school withdrawal (e.g., absences, tardies, suspensions, etc.), while at the same time providing a home-school connection piece that monitors and encourages family-centered practices (e.g., problem solving, communicating with parents, participating in community service, etc.)

Essential Characteristics of Measures

Sensitivity◦Measures will capture changes that might occur in response to interventions

NU Data MeasuresSTEPS Measure◦ A measure that has a series of steps leading from the current level

of performance of a behavior towards the desired level of performance of a behavior.

Recess

Both recesses

1 recess by myself but talk to 2 kids

Outside 1 recess by myself

Eat in lunchroom with more friends; go to hall

Eat in lunchroom w/friend; go to hall

Eat in nurse’s office, 5 minutes in cafeteria, sit in hall

Eat in nurse’s office, walk thru cafeteria, sit in hall with book

Eat in nurse’s office

Hiding in bathroom

Example of Steps Measure and Graph

NU Data MeasuresBehavior Diaries◦Teachers or other adults record the occurrence of the behavior, the context (time, place, activities) when it occurred, and key antecedents or consequences Goals Key Behaviors to Record

1. During class/instruction time, Mark will refrain from falling asleep for four consecutive weeks

 2. When voluntary assistance is requested, Mark will volunteer at least 5 times out of 10 times asked  

 1. Falling asleep in class__________2. Volunteers___________________ 

Date Place Adults Present Activity Behavior Consequence

 

Unusual Events 

Comments

9/14 Mrs. Jones’s room Mrs. Jones & Mr. Smith Math class 1 Recess Detention

Mark said he was tired

 

9/21 Mr. Smith’s room Mrs. Jones & Mr. Smith Asked for volunteer to pass out science books 2 Verbal Praise

   

9/29 Mrs. Jones’s room Mrs. Jones Reading class-asked for volunteer to read aloud 2 Verbal Praise, sticker

  Mark said he knew the

story

Essential Characteristics of Measures

Accuracy◦The data collected describes progress towards the goal that is important for the student

NU Data MeasuresCurriculum-Based Measures (CBM’s)◦ Brief, simple, reliable, and practical measures of reading (e.g.,

words read correct), mathematics (e.g., digits correct), and written language (e.g., correct letter sequences) used to track students’ academic progress

Easy CBM Graph

The NU Data Project has identified 11 Measures that possess all the essential characteristics of a good measure:Screening Measures: 1.Teacher Participation Report

Progress Monitoring Measures: 2. Daily Progress Report 3. Behavior Diary 4. Goal Attainment Scale 5. Self-Graphing Data Form 6. Scatter-Plot Data Form 7. Curriculum-Based Measurements (CBM’s/AimsWeb) 8. ClassMaps Survey 9. STEPS Measure10. Check and Connect Monitoring Sheet

Questions to Consider When Planning Data Collection

1.Is the target problem clearly defined?◦Have you defined the problem in such a way that any adult could

identify the target problem as you identify it?

2.Is the target problem easily observable?◦Could you tally, rate, or time the behavior?

3.Is the target problem easy to count?◦If yes, consider using a scatter plot, progress report, checklist,

or goal attainment scale◦If no, consider using a behavior diary, rating scale, or self-report

4.Is the method of data collection sensitive to change*? ◦Does it capture changes in intensity, frequency, and/or duration

of target problem?