Sponsored by FDLRS Action Resource Center Structured Classroom Series: Data Collection
Sponsored by FDLRS Action Resource Center
Structured Classroom Series:Data Collection
Why is Data important to me in the classroom?
Assessment Measurement Legal Accountability Collaboration Documentation Problem Solving Monitoring Provide Feedback
Diana Ferreira, Amy Rowe andAnn Cacciatore, OCPS
What is Data?
Factual and unbiased information
Information is used for both academic and behavioral programming
2 critical components to data collection Information gathering Decision making
Data-Based Decision Making
Define
Analyze
Implement
Evaluate
What is the problem?
Why is it occurring?What interventionam I going to do?
Is it working?
Academic&
Behavioral
• Problem Solving/RtI
• CPI COPING Model
• Data-based Decision Making Model
• Continuous Improvement Model
Define the Behavior
SUBJECTIVE (UN-MEASURABLE)
Logan throws a tantrum when he does not get his way.
Angelina will identify numbers.
OBJECTIVE (MEASURABLE)
Logan cries and kicks objects/people when he is denied access to the computer.
When given a verbal prompt “touch the number ___”, Angelina will expressively identify the requested number given an array of 3 choices.
Baseline Data
Is objective and non-judgmental
Helps to define the problem
Original data (before any intervention has taken place)
Is used to compare and evaluate the effectiveness of the intervention
Event Recording / Frequency
Record how many times a behavior occurs Green
Duration Used to document the amount of time a student spends in engaging in a behavior
Blue
A-B-C Antecedent – Behavior – ConsequenceDocuments what occurs before/after a behavior
Purple
Percent Correct Number of correct responses divided by the total number of opportunities to respond
Pink
Latency Documents how long it takes for a behavior begin after a demand or event occurs
Orange
Data CollectionSummary Tool
Diana Ferreira, Amy Rowe andAnn Cacciatore, OCPS
Tips for Collecting Data
Be consistent in the type of data collected
Ensure that all who are taking data have been trained and understand the data collection tool being used.
Does intervention/data collection plan pass the “Stranger Test”?
Tools and Tricks for collecting data
Electronic Data Collection
Meet Julie
Meet Ms.
G!
Got DATA?
Managing Data
What system(s) do you have in place for managing the sometimes overwhelming amount of student data that is collected?
Graphing the Data
Must occur to be able to analyze the data collected
Quick and easy visual summaries that allow for easy determination of patterns of behavior evaluate results on new teaching
strategies determine if interventions are/are not
having the desired effects
Line Graph
Bar Graph
Pie Chart
Scatter Plot
Data Decision Making
Review data points every 3 sessions
Ask yourself is the data… Improving? Staying the same (flattening)? Worsening?
Make a decision!
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If the Response Has Been Positive…
Possible Actions: Continue services and supports with current annual
goal. Continue services and supports and increase annual
goal. Gradually fade services or supports to determine if the
student can perform independently.
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If the Response Is Questionable…
Possible Actions:Determine if the services and supports were implemented as intended. If not, improve implementation of services and
supports. If yes, increase intensity of current services and
supports and assess impact. If rate doesn’t improve, return to problem solving.
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If the Response Has Been Poor…
Possible Actions:Determine if the services and supports were implemented as intended. If not, improve implementation of services and
supports. If yes, return to problem solving.