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The effect of teacher tracking tools on student performance

The effect of teacher tracking tools on student performance. Jessica Keefhaver Anne-Marie Squatrito Thursday, May 29, 2014. The Setting. Comprehensive Life Skills Program

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The effect of teacher tracking tools on student performance

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  1. The effect of teacher tracking tools on student performance Jessica Keefhaver Anne-Marie Squatrito Thursday, May 29, 2014

  2. The Setting • Comprehensive Life Skills Program • Self-contained special education program serving students with Intellectual Disabilities, Health Impairments, Multiple Impairments, and students on the Autism Spectrum • Urban school (Reno, NV) • Title I Status • 22 Students tracked • 17 Males, 5 Females • Ages 14 – 21 years old

  3. Hypothesis • The use of a tracking program will help increase student task completion rates as well as instances of positive behavior, while decreasing negative behaviors and refusal to complete tasks in the classroom setting.

  4. The Tracking Tool • Classroom uses Positive Behavior Intervention System • Point sheet for each student documents behavior and task completion rates each day • Points awarded for positive behavior/task completion • Points deducted (cost response) for negative behavior and lack of task completion/refusal to complete task • Points are exchanged for rewards on regular basis • Increases motivation to acquire points

  5. The Research • According to Corno & Mandinach (1983), we can loosely define self-regulation as the effort put forth by students to deepen, monitor, manipulate, and improve their own learning.

  6. The Data

  7. Notes and Special Circumstances • Increase in Task Completion • Changes in schedules and/or academic grouping to meet students’ needs • Attendance issues addressed (improvement in students’ attendance) • Extra time to complete tasks • Additional adult support provided during extra time

  8. Notes and Special Circumstances • Decrease in Task Completion • More complex tasks • Changes in schedule and/or academic grouping • Student attendance • External factors (issues not related to school, related to home/personal life)

  9. Conclusions • For the majority of students, tracking task completion has had a positive impact as reflected by the data • 10 out of 19 students improved their task completion rates (53% of students) • 4 students demonstrated a 100% rate of task completion in the first quarter • External factors are identifiable for many students who experienced a decline in task completion

  10. Implications for the Future • Would narrowing the focus of task completion by subject change our instruction and potentially benefit students? • Students begin self monitoring next year • Self monitoring is two-fold (Intervention Central) • Student measures and records their behavior • Student compares the recorded behavior to a set standard

  11. Resources Intervention Central. (2014, May 7). www.interventioncentral.org. Retrieved from Intervention Central: http://www.interventioncentral.org/self_management_self_monitoring Ley, K. &. (2001). Instructional Principles for Self-Regulation. Educational Technology Research & Development, 93-103.

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