a day without data is like a day in the dark using data in general and special education classrooms...
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A Day without Data is like a A Day without Data is like a Day in the Dark Day in the Dark Using Data in General and Special Using Data in General and Special Education ClassroomsEducation Classrooms
Christine ChristleChristine Christle
University of South CarolinaUniversity of South Carolina
ObjectivesObjectives
1.1. Name 2 reasons why data Name 2 reasons why data collection is important in lifecollection is important in life
2.2. Name 2 reasons why classroom Name 2 reasons why classroom teachers should collect data teachers should collect data
3.3. Describe 2 simple methods for Describe 2 simple methods for collecting datacollecting data
4.4. Describe 1 way you will apply 1 Describe 1 way you will apply 1 of these data collection methods of these data collection methods in your classroomin your classroom
Why is data collection Why is data collection important?important?
in life:in life:
Medicine and Health CareMedicine and Health Care
Weight and fitnessWeight and fitness
FinancesFinances
??
Why is data collection Why is data collection important?important?
in classrooms:in classrooms:
student progressstudent progress
teaching effectivenessteaching effectiveness
??
3 Critical Questions3 Critical Questions
1.1. Where are we?Where are we?
2.2. Where are we going?Where are we going?
3.3. How will we know when we get How will we know when we get there?there?
Call AAA
Reasons Professionals Collect Reasons Professionals Collect Data Data
Understand and solve a problemUnderstand and solve a problem Evaluate what has been doneEvaluate what has been done Monitor improvementMonitor improvement Ensure accountabilityEnsure accountability Monitor bottom lineMonitor bottom line Gain professional edgeGain professional edge
““He who controls the data controls He who controls the data controls the agenda.”the agenda.”
(Sagor, 1992, p.5)(Sagor, 1992, p.5)
Reasons Teachers Collect DataReasons Teachers Collect Data
Pre-referral documentation - RTIPre-referral documentation - RTI
Students with disabilities – IDEAStudents with disabilities – IDEA Determine needsDetermine needs Set goalsSet goals Monitor progressMonitor progress
Assess effectivenessAssess effectiveness program & instructionprogram & instruction
Accountability demands - NCLBAccountability demands - NCLB
Reasons Teachers Do Not Reasons Teachers Do Not Collect DataCollect Data
Too technical!Too technical!
Not my job!Not my job!
Not relevant to MY classroom!Not relevant to MY classroom!
No time!No time!
No support!No support!
Not ethical!Not ethical!
SolutionsSolutions
Too technical! Too technical!
Use simple methods & toolsUse simple methods & tools
Not my job!Not my job!
Knowing if we are meeting students’ Knowing if we are meeting students’ needs is our jobneeds is our job
Not relevant to MY classroom!Not relevant to MY classroom!
Find exactly what works with your Find exactly what works with your studentsstudents
SolutionsSolutions
No time!No time!
Collaborate with other teachers, Collaborate with other teachers, assistants, students (self-recording)assistants, students (self-recording)
No support!No support!
Ask for it – admin, consultants, parents, Ask for it – admin, consultants, parents, volunteersvolunteers
Not ethical!Not ethical!
Keep certain information confidentialKeep certain information confidential
Graphing data: A picture is worth Graphing data: A picture is worth 1,000 words1,000 words
School levelSchool level
Classroom & student levelClassroom & student level Academic instructionAcademic instruction Behavior interventionsBehavior interventions
Survey on School UniformsSurvey on School Uniforms
Reasons for ExpulsionsReasons for Expulsions
Classroom ScheduleClassroom Schedule
Daily Schedule: Time Spent on Activities
Reading
Math
Science
SS
RA
Lunch/Re
Other
Example: Academic ProgressExample: Academic ProgressPre & Posttest ReadingPre & Posttest Reading
Student 1
0
20
40
60
80
100
120
Skills Addressed
Per
cen
tag
e C
orr
ect
Pretest
Posttest
Pretest 96 78 53 50 13 50 50
Posttest 96 89 82 48 65 60
1 2 3 4 5 6 7
Example: Academic ProgressExample: Academic ProgressPre & Posttest Geometry unitPre & Posttest Geometry unit
Example: Academic ProgressExample: Academic ProgressPre & Post Writing UnitPre & Post Writing Unit
Example: Behavior ProgressExample: Behavior Progress
Character Education Behavior Data
05
10152025303540
1 3 5 7 9 11 13 15
Observation Day
Fre
qu
en
cy
of
Ina
pp
rop
ria
te
Be
ha
vio
rsBaseline
IIntervention
IBaseline
IIIntervention
II
Example: Behavior ProgressExample: Behavior Progress
Sore Loser Behavior
0
20
40
60
80
100
120
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Days
Ra
te
Example: Behavior ProgressExample: Behavior Progress
Task Completion
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Days
% Ta
sks C
omple
ted
Data-based IEP GoalsData-based IEP Goals
First Draw an Aim or Goal LineFirst Draw an Aim or Goal Line Visual representation of performance
Based on criteria & allotted time of long term goal
Determine the Determine the mid-datemid-date andand mid-ratemid-rate of the LAST THREE DAYS OF of the LAST THREE DAYS OF BASELINE DATA POINTS. BASELINE DATA POINTS.
Draw an Draw an aim line aim line through the mid-through the mid-date and the mid-rate intersection to date and the mid-rate intersection to the the aim star or goal date and rateaim star or goal date and rate..
AIM LINE: STEP 2AIM LINE: STEP 2
Baseline
• •
•••
•
Time
ANumber Hand raises
AIM LINE: STEP 3AIM LINE: STEP 3
Baseline
• •
•••
•
Time
A# hand raises
AIM LINES: STEP 4AIM LINES: STEP 4
Baseline
• •
•••
•
Time
A# hand raises
Define adequate progress and dictate Define adequate progress and dictate when changes are to be madewhen changes are to be made
Determined Determined beforebefore you intervene you intervene
Basic “three-day rule”Basic “three-day rule”
••
•
•
••
•
•
••
•
A
Baseline Intervention
Rate
Days
•
DATA SHOWING THE NEED TO SLICE BACK - RETEACH
•
••
••
••
••
••
•
A
Baseline Intervention
Rate
Days
DATA SHOWING THE NEED TO STEP BACK - PRETEACH
•
••
••
•
•
•
•
•
• A
Baseline Intervention
Rate
Days
•
•
•
DATA SHOWING NEED TO MOVE TO NEW SKILL
Practice: ReadingPractice: Reading
In 28 weeksIn 28 weeks when presented with a when presented with a second-grade level passage, Sam second-grade level passage, Sam will increase his words read will increase his words read correctly in one minute from 12 to correctly in one minute from 12 to 68 as measured by weekly fluency 68 as measured by weekly fluency probes.probes.
Practice: ReadingPractice: Reading
During a 36 week period, based on During a 36 week period, based on 6th grade SC standards for reading, 6th grade SC standards for reading, student will achieve an 85% student will achieve an 85% accuracy evaluated through accuracy evaluated through curriculum based assessment curriculum based assessment (CBA) and teacher-made-tests (CBA) and teacher-made-tests (TMT).(TMT).
Practice: WritingPractice: Writing
In 28 weeksIn 28 weeks when presented with a when presented with a story starter or topic sentence and story starter or topic sentence and three minutes in which to write a three minutes in which to write a story, Marcy will increase her correct story, Marcy will increase her correct word sequences from 50 to 78 as word sequences from 50 to 78 as measured by weekly writing probes.measured by weekly writing probes.
Practice: WritingPractice: Writing
During a 36 week period when given During a 36 week period when given a writing prompt, student will a writing prompt, student will increase his writing fluency by 54 increase his writing fluency by 54 written correctly per minute.written correctly per minute.
Practice: MathPractice: Math
By May 31, 2010, EC will increase the By May 31, 2010, EC will increase the number of basic addition and number of basic addition and subtraction problems that she can subtraction problems that she can complete in 2 minutes from 32% of complete in 2 minutes from 32% of items attempted to 75% of items items attempted to 75% of items attempted as measured by weekly attempted as measured by weekly math probes. math probes.
Practice: MathPractice: Math
During a 36 week period and given During a 36 week period and given 8th grade math text, Bob will 8th grade math text, Bob will increase correct use of mathematical increase correct use of mathematical processes in a variety of contexts processes in a variety of contexts with 75% accuracy as measured by with 75% accuracy as measured by grades in the self-contained grades in the self-contained classroom.classroom.
3 Critical Questions3 Critical Questions
1.1. Do we know where we are?Do we know where we are?
2.2. Do we know where we are going?Do we know where we are going?
3.3. Will we know when we are there?Will we know when we are there?
Call AAA
ReviewReview
Name 2 reasons why data Name 2 reasons why data collection is importantcollection is important
Name 2 reasons why classroom Name 2 reasons why classroom teachers should collect data teachers should collect data
Describe 2 simple methods for Describe 2 simple methods for collecting datacollecting data
Describe 1 way to apply 1 of Describe 1 way to apply 1 of these data collection methods in these data collection methods in your classroomyour classroom
BIG IDEABIG IDEA
In God we trust; all others In God we trust; all others must provide data.must provide data.
Questions? DiscussionQuestions? Discussion