DATA COLLECTION PART 2 1 TRACKING STUDENT PROGRESS SPE C I ALLY - PowerPoint PPT Presentation

DATA COLLECTION PART 2 1 TRACKING STUDENT PROGRESS SPE C I ALLY DE SI G N ED E DUC ATI ON SE RVI C E S PRE SE N TE RS: E MMA PAC K ARD& SUZAN N E FI TZG E RALD

HOMEWORK 2

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REQUESTED DATA SHEET EXAMPLES 7

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OBJECTIVES 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. 12

TIPS AND REMINDERS  Design instruction around the student’s instructional level, using information from their present level of performance.  Use real-life experiences. 13

EFFECTIVE TEACHING STRATEGIES 14

PROGRAM SHEETS E ACH P ROGRAM S HEET S HOULD I NCLUDE :  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 15

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TEACHING STRATEGIES P ROMPTING  Type of Prompt  Verbal vs. Non-Verbal  Inadvertent Prompting  Additional Prompting  Fading Prompts  Prompting Consistency 17

TEACHING STRATEGIES P ROMPTING : V ERBAL VS . N ON -V ERBAL  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. 18

TEACHING STRATEGIES P ROMPTING : I NADVERTENT P ROMPTING  It is easy to unknowingly prompt your students.  Video of Dustin 19

CHAT BOX QUESTIONS 1. D ID YOU SEE THE INADVERTENT PROMPT ? I F SO , PLEASE TYPE WHAT YOU SAW INTO THE CHAT BOX . 2. W HAT ARE SOME OTHER INADVERTENT PROMPTS THAT YOU SEE OR PERHAPS HAVE DONE WHILE WORKING WITH STUDENTS ? 20

TEACHING STRATEGIES P ROMPTING — A DDITIONAL P ROMPTING  Some students might require additional prompts. This should be reflected in the program sheet. 21

TEACHING STRATEGIES P ROMPTING : F ADING P ROMPTS  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. 22

TEACHING STRATEGIES C ORRECTION P ROCEDURES  Provide a clear correction-procedure  Interrupt the behavior  Revisit incorrect responses  Adjust correction procedures once a skill is learned (task analysis) 23

TEACHING STRATEGIES C ONSISTENCY  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. 24

TEACHING STRATEGIES R EINFORCEMENT  Deliver immediately following a correct response  Be specific! 25

TEACHING STRATEGIES L EARNING ONE NEW C OMPONENT OF A S KILL AT A T IME  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! 26

TEACHING STRATEGIES R EPETITION Students 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 27

TEACHING STRATEGIES G ENERALIZATION  Opportunities for generalization need to be planned and embedded throughout the day.  Look for informal, teachable moments that can be built into each day. 28

TEACHING STRATEGIES  Use realistic materials  Naturally occurring prompts  Practice in the real environment 29

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CHAT BOX QUESTIONS 1. L ET ’ S TAKE ANOTHER LOOK AT ONE OF THE EXAMPLE DATA SHEETS FROM THE BEGINNING . 2. G IVEN WHAT YOU JUST LEARNED , WHAT INFORMATION DO YOU NEED TO BE ABLE TO EFFECTIVELY RUN THIS PROGRAM ? W HAT WOULD YOU INCLUDE ON A PROGRAM SHEET ? 34

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POSSIBLE PROGRAM INFORMATION 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.)? 36

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - A CCURACY  Add the total number of correct responses over the past 10 days and divide by the total number of possible correct responses. 37

SUMMARIZING DATA S UMMARIZING D ATA - D AILY  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%. 38

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SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - A CCURACY  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) 40

SUMMARIZING DATA 3 + 5 + 4 + 5 + 6 + 6 + 7 + 5 + 7 + 6 + 8 + 6 = 68 41

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - A CCURACY  Add the total number of possible correct response (i.e., 120). 42

SUMMARIZING DATA 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 120 43

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - A CCURACY  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% 44

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - A CCURACY 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. 45

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - F REQUENCY  Add the total number of trials/behaviors over the past ten days. Divide by ten to get an average frequency rate. 46

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - L ATENCY /D URATION  Add the total time over the past ten days. Divide by ten to get an average time. 47

28+27+20+30+30+35+31+33+29+35+22+32+26+38+31+34+28+39+24+30+34+28=664 48

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING – L ATENCY /D URATION  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 49

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING – L ATENCY /D URATION 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. 50

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - F LUENCY  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. 51

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - F LUENCY  Summarize daily data by totaling the number of daily prompts and entering it on the bottom of the data sheet. 52

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SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - F LUENCY  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) 54

17 + 9 + 10 + 7 + 7 = 50 55

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING - F LUENCY  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 56

SUMMARIZING DATA F OR IEP/P ROGRESS R EPORTING – F LUENCY 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. 57

MAKING PROGRAM DECISIONS  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. 58

POLL  Besides you, who else takes data on your students? • Para-Educators • Classroom Teachers • Specialists (OT, PT, SLP, TVI, etc.) • Volunteers • Peer Tutors 59

RELIABILITY  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. 60

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