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Slide 1

Let’s look at a couple of examples of how teachers have developed data collections systems for their students.

Slide 2

We’ll start with Laura D’Artois in East Baton Rouge Parish Schools. Ms. D’Artois teaches a self-contained class for students with ASD and related disabilities. In her classroom, she posts clipboards for each student with their IEP goals so teachers, paraeducators, and related service providers can easily access data sheets throughout the day. She also graphs by hand the progress of each goal for easy visualization.

Slide 3

Here is an example of one of her data sheets for a specific student goal. The goal and criteria are listed at the top and shown here on the slide so you can read it easier, and each week is tracked in each row. The same words are assessed each week and accuracy data is collected along with prompting data.

Slide 4

Here is how the data is graphed for that goal. She uses a simple grid to easily graph by hand.

Slide 5

Here is an example of one of Ms. D’Artois’ data sheets for toileting. Each day is tracked in it’s own box. AS you can see in the magnified box, the task is broken down into smaller steps, and accuracy data on each step is tracked, as well as prompting level.

Slide 6

Now let’s look at the data collection system of Amy Clausen when she was a classroom teacher in St. Tammany Parish Schools. She also taught a self-contained class for students with ASD and related disabilities. Ms. Clausen organized her materials and data collection by each skill students were working on. Each box held the materials, a data sheet, and a pen. These tasks were teacher-led, and she frequently used them for the paraeducator to work with students while she was working with others. Every Friday Ms. Clausen reviewed the data to make instructional decisions for the next week.

Slide 7

Here is an example of what Ms. Clausen has in each box – necessary materials, data sheets, and a pen. In this example on the left, she has two data sheets because two different students were working on this skill.

Slide 8

Here is the data sheet used for the positioning skill. Let’s break down her data sheets. The top states the title, the objective, and the standard. She took the data sheets out of the boxes at the end of each week to graph the data and she found by putting the title on top, it was easier to find the box it belongs to when putting them back. The next part is the objective. In this example, the student is working on an IEP objective, so she included that on there. Below the objectives, she stated the standard as well. This helped her ensure that what she was teaching was in fact in the curriculum. In this example she also included the VB-MAPP standard for her own knowledge.

The middle is where the daily data was collected. First, the session is noted– is this a baseline session, teaching session, or a generalization session? Next, the date. On the left, the trials are written out. Under each day, for each trial, the classroom staff marked his response as plus, if he answered correctly, or a minus sign (or dash), if he answered incorrectly, or 0, if he gave no response. At the bottom, the level of prompting was noted, scores were tallied, and the percentage was written. This is helpful to look back to the mastery criteria to determine if they needed to move on or not.

Slide 9

Here is a completed example of the middle portion of the data sheet.

Slide 10

Here is an example of what the graphed data looked like after she entered it into Excel.

Slide 11

Thanks for joining us to learn more about data collection. We determine strategies for data collection based on goal type, we described data based decision making, and we explored examples of data management systems in the classroom. Now you’ll be prepared the next time someone wants to see your data!

Thank You.

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