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SPEC IALLY DES IGNED EDUCAT ION SERV ICESPRESENTERS : EMMA PACKARD& SUZANNE

F ITZGERALD

TRACKING STUDENT PROGRESS

DATA COLLECTIONPART 2

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HOMEWORK

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REQUESTED DATA SHEET EXAMPLES

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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

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Design instruction around the student’s instructional level, using information from their present level of performance.

Use real-life experiences.

TIPS AND REMINDERS

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EFFECTIVE TEACHING STRATEGIES

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EACH PROGRAM SHEET SHOULD INCLUDE: 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

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PROMPTING Type of Prompt

Verbal vs. Non-Verbal

Inadvertent Prompting

Additional Prompting

Fading Prompts

Prompting Consistency

TEACHING STRATEGIES

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PROMPTING: VERBAL VS. NON-VERBAL 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

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PROMPTING: INADVERTENT PROMPTING It is easy to unknowingly prompt your

students. Video of Dustin

TEACHING STRATEGIES

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1. DID YOU SEE THE INADVERTENT PROMPT? IF SO, PLEASE TYPE WHAT YOU SAW INTO THE CHAT BOX.

2. WHAT ARE SOME OTHER INADVERTENT PROMPTS THAT YOU SEE OR PERHAPS HAVE DONE WHILE WORKING WITH STUDENTS?

CHAT BOX QUESTIONS

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PROMPTING—ADDITIONAL PROMPTING Some students might require additional

prompts. This should be reflected in the program sheet.

TEACHING STRATEGIES

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PROMPTING: FADING PROMPTS 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

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CORRECTION PROCEDURES Provide a clear correction-procedure

Interrupt the behavior

Revisit incorrect responses

Adjust correction procedures once a skill is learned (task analysis)

TEACHING STRATEGIES

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CONSISTENCY 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

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REINFORCEMENT Deliver immediately following a correct

response Be specific!

TEACHING STRATEGIES

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LEARNING ONE NEW COMPONENT OF A

SKILL AT A TIME 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

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REPETITIONStudents 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

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GENERALIZATION Opportunities for generalization need to be

planned and embedded throughout the day.

Look for informal, teachable moments that can be built intoeach day.

TEACHING STRATEGIES

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Use realistic materials Naturally occurring prompts Practice in the real environment

TEACHING STRATEGIES

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1. LET’S TAKE ANOTHER LOOK AT ONE OF THE EXAMPLE DATA SHEETS FROM THE BEGINNING.

2. GIVEN WHAT YOU JUST LEARNED, WHAT INFORMATION DO YOU NEED TO BE ABLE TO EFFECTIVELY RUN THIS PROGRAM? WHAT WOULD YOU INCLUDE ON A PROGRAM SHEET?

CHAT BOX QUESTIONS

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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

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FOR IEP/PROGRESS REPORTING -

ACCURACY Add the total number of correct responses over

the past 10 days and divide by the total number of possible correct responses.

SUMMARIZING DATA

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SUMMARIZING DATA - DAILY 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

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FOR IEP/PROGRESS REPORTING - ACCURACY 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

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3 + 5 + 4 + 5 + 6 + 6 + 7 + 5 + 7 + 6 + 8 + 6 = 68

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY Add the total number of possible correct

response (i.e., 120).

SUMMARIZING DATA

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10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 120

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - ACCURACY 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

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FOR IEP/PROGRESS REPORTING - ACCURACY

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

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FOR IEP/PROGRESS REPORTING -

FREQUENCY Add the total number of trials/behaviors

over the past ten days. Divide by ten to get an average frequency rate.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING -

LATENCY/DURATION Add the total time over the past ten days.

Divide by ten to get an average time.

SUMMARIZING DATA

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

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FOR IEP/PROGRESS REPORTING –

LATENCY/DURATION 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

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FOR IEP/PROGRESS REPORTING –

LATENCY/DURATION

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

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FOR IEP/PROGRESS REPORTING - FLUENCY 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

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FOR IEP/PROGRESS REPORTING - FLUENCY Summarize daily data by totaling the

number of daily prompts and entering it on the bottom of the data sheet.

SUMMARIZING DATA

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FOR IEP/PROGRESS REPORTING - FLUENCY 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

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17 + 9 + 10 + 7 + 7 = 50

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FOR IEP/PROGRESS REPORTING - FLUENCY 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

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FOR IEP/PROGRESS REPORTING – FLUENCY

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

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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

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Besides you, who else takes data on your students?

• Para-Educators• Classroom Teachers• Specialists (OT, PT, SLP, TVI, etc.)• Volunteers• Peer Tutors

POLL

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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

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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

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QUESTIONS

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• 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

Go forth and facilitate data collection in your classrooms!