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Data Collection and Progress Monitoring for Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conf

2. Data Collection Decisions. What is the purpose for collecting data?Set appropriate IEP goals and objectives based on baseline data of present levels of performanceFacilitate effective instructional decisions based on dataCommunicate the rate and growth of student progress to parents or other

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Data Collection and Progress Monitoring for Transition Diane Sobolewski 2004 PA Transition Communities of Practice Conf

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    2. 2 Data Collection Decisions What is the purpose for collecting data? Set appropriate IEP goals and objectives based on baseline data of present levels of performance Facilitate effective instructional decisions based on data Communicate the rate and growth of student progress to parents or other professionals The purpose for collecting data is two fold. It serves as a day to day guide for making adjustments in the instruction and it is also serves to provide the information needed on student progress for the annual IEP review and/or reevaluation process. Try to look far ahead to the type of questions you’ll want answered during the annual IEP review or reevaluation process. Select the tool used for progress monitoring AFTER the following decisions have been made. Step One: Assess the criteria of performance which is meaningful for the skill/ behavior that you are observing. You may decide to measure more than one type of data. For example, the quality of sitting as well as the duration of sitting may be important to measure. Step Two: Decide how to determine if the data is correct. Is information gathered in an objective manner? Ways to Involve Parents During the IEP meeting, ask for parent input on the type of data to be collected and the other data collection decisions. Discuss with the parents ideas for collecting additional (generalization) data in home and community settings. If interested, assist parents in setting up data collection systems for out of school environments. The purpose for collecting data is two fold. It serves as a day to day guide for making adjustments in the instruction and it is also serves to provide the information needed on student progress for the annual IEP review and/or reevaluation process. Try to look far ahead to the type of questions you’ll want answered during the annual IEP review or reevaluation process. Select the tool used for progress monitoring AFTER the following decisions have been made. Step One: Assess the criteria of performance which is meaningful for the skill/ behavior that you are observing. You may decide to measure more than one type of data. For example, the quality of sitting as well as the duration of sitting may be important to measure. Step Two: Decide how to determine if the data is correct. Is information gathered in an objective manner? Ways to Involve Parents During the IEP meeting, ask for parent input on the type of data to be collected and the other data collection decisions. Discuss with the parents ideas for collecting additional (generalization) data in home and community settings. If interested, assist parents in setting up data collection systems for out of school environments.

    3. 3 Data Collection Decisions What type of data will be collected? Frequency or rate Fluency Percentage or accuracy Duration Latency Quality Level of Assistance Number

    4. 4 Data Collection Decisions Where will the data be collected? Settings (classroom, home, cafeteria, community, etc.) Situations (during instruction, transitions, free time, etc.)

    5. 5 Data Collection Decisions How often will the data be collected? Daily Twice a week Weekly Every other week

    6. 6 Data Collection Decisions Who will collect the data? Special education teacher Regular education teacher Paraprofessional Parent Related service provider Student

    7. 7 If necessary, remind the participants about the data collection decisions: Type of Data: Decide what type of data is needed to determine if an objective is being achieved. Where: You must decide where data will be collected. “In what settings is the skill learned, practiced, and/or needed?” is a useful question here. How often will you collect data? You need to establish a schedule that provides adequate ongoing feedback regarding the effectiveness of instruction as seen in performance gains/losses/stasis. Who will collect the data Consider all team members and the child as potential data collectors. If necessary, remind the participants about the data collection decisions: Type of Data: Decide what type of data is needed to determine if an objective is being achieved. Where: You must decide where data will be collected. “In what settings is the skill learned, practiced, and/or needed?” is a useful question here. How often will you collect data? You need to establish a schedule that provides adequate ongoing feedback regarding the effectiveness of instruction as seen in performance gains/losses/stasis. Who will collect the data Consider all team members and the child as potential data collectors.

    8. 8 Type of data – Rate (or Frequency) Where – At school all day & at home after dinner How often – twice per week, all transitions coded Who - Teacher (school) & TSS and parent (home) Type of data – Rate (or Frequency) Where – At school all day & at home after dinner How often – twice per week, all transitions coded Who - Teacher (school) & TSS and parent (home)

    9. 9 Ask groups to return to their Seven-Step Worksheet and fill in Step 2 using their selected goal or objective. SUGGESTION for TRAINERS: If you are training a group of people in a district, agency or school, please consider having the individuals bring a current IEP to the training. They can select an annual goal/objective from that IEP, apply the measurable component criteria (i.e.,clearly defined behavior, performance criteria, conditions) to their selected goal/objectives, and if needed, make changes to ensure that their IEP goal and objectives are “measurable”. Then they can move through the process of progress monitoring using the Seven-Step Worksheet, creating a useable (rather than a fictitious) end product. If there are no parents in the group, you may want to appoint one member of the small group to play the role of the parent. ALTERNATIVE ACTIVITY: We have also provided 3 sample goals with associated objectives that you can use with this exercise. One is suited for Early Intervention, another for Elementary, and another for Secondary. Use these pre-designed examples when your time is very limited or the group is not conducive to the use of an actual IEP sample goal/objectives. Early Intervention Goal: During story times in school, Devon will attend to and participate in an entire story activity lasting up to 10 minutes daily (e.g., sitting with the group, answering questions, and turning pages) . Early Intervention Objective During one to one, small group or large group story-time: STO: Given a maximum of one verbal prompt, Devon will orient his body toward the book during the story activity for up to 5 minutes. Type of Data: Duration & Quality – Where: small and large group story-time – How Often: 1x per week – Who: Teacher STO: Devon will independently demonstrate correct book handling skills (turn book pages, identify front/back and top/bottom) when presented with books he likes to “read”. Type of Data: Quality – Where: individual and small group story-times – How Often: 1x per week – Who: Assistant Teacher Elementary Standard: Reading, Writing, Speaking and Listening Standard 1.5.3.F. Edit writing using the conventions of language Elementary Goal: Given written text, Alisha will be able to identify punctuation errors and correct them. Elementary Objective: Given a paragraph with 10 punctuation errors, Alisha will be able to correct 9 out of 10 errors. Secondary Standard: Family and Consumer Sciences Standard 11.1.12. F. Compare and contrast the selection of goods and services by applying effective consumer strategies. Secondary Goal: When given four choices, Mashanda will determine which product represents the most for her money. Secondary Objective: Mashanda will calculate which product gives you more quantity for the same amount of money when given two choices in nine of ten opportunities. Ask groups to return to their Seven-Step Worksheet and fill in Step 2 using their selected goal or objective. SUGGESTION for TRAINERS: If you are training a group of people in a district, agency or school, please consider having the individuals bring a current IEP to the training. They can select an annual goal/objective from that IEP, apply the measurable component criteria (i.e.,clearly defined behavior, performance criteria, conditions) to their selected goal/objectives, and if needed, make changes to ensure that their IEP goal and objectives are “measurable”. Then they can move through the process of progress monitoring using the Seven-Step Worksheet, creating a useable (rather than a fictitious) end product. If there are no parents in the group, you may want to appoint one member of the small group to play the role of the parent. ALTERNATIVE ACTIVITY: We have also provided 3 sample goals with associated objectives that you can use with this exercise. One is suited for Early Intervention, another for Elementary, and another for Secondary. Use these pre-designed examples when your time is very limited or the group is not conducive to the use of an actual IEP sample goal/objectives. Early Intervention Goal: During story times in school, Devon will attend to and participate in an entire story activity lasting up to 10 minutes daily (e.g., sitting with the group, answering questions, and turning pages) . Early Intervention Objective During one to one, small group or large group story-time: STO: Given a maximum of one verbal prompt, Devon will orient his body toward the book during the story activity for up to 5 minutes. Type of Data: Duration & Quality – Where: small and large group story-time – How Often: 1x per week – Who: Teacher STO: Devon will independently demonstrate correct book handling skills (turn book pages, identify front/back and top/bottom) when presented with books he likes to “read”. Type of Data: Quality – Where: individual and small group story-times – How Often: 1x per week – Who: Assistant Teacher Elementary Standard: Reading, Writing, Speaking and Listening Standard 1.5.3.F. Edit writing using the conventions of language Elementary Goal: Given written text, Alisha will be able to identify punctuation errors and correct them. Elementary Objective: Given a paragraph with 10 punctuation errors, Alisha will be able to correct 9 out of 10 errors. Secondary Standard: Family and Consumer Sciences Standard 11.1.12. F. Compare and contrast the selection of goods and services by applying effective consumer strategies. Secondary Goal: When given four choices, Mashanda will determine which product represents the most for her money. Secondary Objective: Mashanda will calculate which product gives you more quantity for the same amount of money when given two choices in nine of ten opportunities.

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    12. 12 Data Collection Tools & Review Schedule Data Decisions Type of data needed Where, by whom, and how often data will be collected Once data decisions are made, a meaningful tool for collecting data can be effectively selected.Once data decisions are made, a meaningful tool for collecting data can be effectively selected.

    13. 13 A Sampling of Tools Structured Interviews or Surveys Observation Logs Teacher-made tests Rating Scales/ Assessment Checklists Rubrics Task Analysis Records Portfolio Assessments Curriculum-based Assessments Anecdotal Records Incident Records This slide provides a list of commonly used data collection tools/methods. While we are not going to review each type of tool during this presentation, additional information is available in your resource materials. If participants have specific questions related to the different types of tools, refer them to the training resources. Ways to Involve Parents Discuss with parents the type of data collection tool that will be used for their child’s goals/objectives. As an IEP team, decide what is the most appropriate tool. If interested, assist the parents in determining the type of data collection tool that can be used in non-school settings. Assist the parent in developing the tool. This slide provides a list of commonly used data collection tools/methods. While we are not going to review each type of tool during this presentation, additional information is available in your resource materials. If participants have specific questions related to the different types of tools, refer them to the training resources. Ways to Involve Parents Discuss with parents the type of data collection tool that will be used for their child’s goals/objectives. As an IEP team, decide what is the most appropriate tool. If interested, assist the parents in determining the type of data collection tool that can be used in non-school settings. Assist the parent in developing the tool.

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    27. 27 Representing the Data Why Represent Data Visually? Communicate program effectiveness to the teacher, parents, student, etc. about: Instruction IEP Reevaluation Provide reinforcement and feedback Make decisions about continuing or improving instructional practices They say a picture is worth a thousand words. The same can be said for a graph! A graph shows you the picture so you do not have to interpret the written word or rely on making decisions by looking at numbers. Explain to participants that this step in the progress monitoring process usually proves to be the most challenging for educators. To find time in an already demanding schedule can be difficult. However, the benefits for representing data visually outweigh the time issue. Graphing data allows you to see performance changes, predict behavior, and/or respond to potential problems in a timely manner. When teachers, parents, and students view graphs and SEE the progress the conversation tends to focus on why the data points are up or down, what was happening during that time, what has changed since then, etc. Graphs reflect program effectiveness far better than anecdotal records or a series of grades. Discussing a student’s progress each time you plot a data point or after a few points are added to the graph, is an excellent way to provide students with specific, constructive feedback. Many students are capable of plotting their progress on a graph. This kind of activity includes the students in the monitoring process and can be used to show them their acquisition of skills or concepts. Decisions about instructional practices should not be made until there are at least four data points on the graph (beyond the baseline). Ways to Involve Parents: Provide graphed data to the parent on an ongoing basis. Use graphs that show goal lines to show progress under different instructional strategies. If necessary, discuss the graph with the parent, showing them how it helps communicate information about their child’s progress. If parents have been collecting data in non-school environments, assist them in visually representing the data. They say a picture is worth a thousand words. The same can be said for a graph! A graph shows you the picture so you do not have to interpret the written word or rely on making decisions by looking at numbers. Explain to participants that this step in the progress monitoring process usually proves to be the most challenging for educators. To find time in an already demanding schedule can be difficult. However, the benefits for representing data visually outweigh the time issue. Graphing data allows you to see performance changes, predict behavior, and/or respond to potential problems in a timely manner. When teachers, parents, and students view graphs and SEE the progress the conversation tends to focus on why the data points are up or down, what was happening during that time, what has changed since then, etc. Graphs reflect program effectiveness far better than anecdotal records or a series of grades. Discussing a student’s progress each time you plot a data point or after a few points are added to the graph, is an excellent way to provide students with specific, constructive feedback. Many students are capable of plotting their progress on a graph. This kind of activity includes the students in the monitoring process and can be used to show them their acquisition of skills or concepts. Decisions about instructional practices should not be made until there are at least four data points on the graph (beyond the baseline). Ways to Involve Parents: Provide graphed data to the parent on an ongoing basis. Use graphs that show goal lines to show progress under different instructional strategies. If necessary, discuss the graph with the parent, showing them how it helps communicate information about their child’s progress. If parents have been collecting data in non-school environments, assist them in visually representing the data.

    28. 28 Representing the Data Appropriate representation requires a graph to be: Simple Stand alone Understandable If graphs are kept simple, they can serve as an ongoing reporting device to inform parents of their student’s progress at a moments notice. A quick review of the purpose of the graph and its specific features will enable parents to see where the student is in regard to a specific goal or short-term objective. The impact of adjustments to interventions can be visually conveyed to parents with little guidance. The graph should have enough descriptive information (e.g., title, labeling of axis, labeling of lines and/or bars, etc) for it to be easily understood without any additional material. There is a tendency to include as much information as possible about the progress of a specific behavior, skill or concept on a single graph. This would be an overwhelming amount of information to the person not directly involved in the graphing of the data. If graphs are kept simple, they can serve as an ongoing reporting device to inform parents of their student’s progress at a moments notice. A quick review of the purpose of the graph and its specific features will enable parents to see where the student is in regard to a specific goal or short-term objective. The impact of adjustments to interventions can be visually conveyed to parents with little guidance. The graph should have enough descriptive information (e.g., title, labeling of axis, labeling of lines and/or bars, etc) for it to be easily understood without any additional material. There is a tendency to include as much information as possible about the progress of a specific behavior, skill or concept on a single graph. This would be an overwhelming amount of information to the person not directly involved in the graphing of the data.

    29. 29 Representing the Data Most common types of graphs used include: Line Graph – used to reveal trends over time Bar Graph – used to compare sets of values Graphs are practical tools for displaying the data so a picture of the student’s performance over time can be illustrated. Line graph is usually the favored type of graph used for progress monitoring because it shows progress over time. Line graphs are useful because data can be added, analyzed, and evaluated on a formative basis. Also, data trends can be identified. When a line graph includes an aim line students, parents, and teachers can easily identify where the student is in relation to his/her goal. They can also determine if the student is making adequate progress over time. A line graph can also easily show different treatment conditions (e.g., baseline, different instructional approaches, etc.) A bar graph may be used to display data when a few strategies are employed at the same time. For instance, if a student is using a few different graphic organizers, the bars could represent progress for each type of organizer. Graphs are practical tools for displaying the data so a picture of the student’s performance over time can be illustrated. Line graph is usually the favored type of graph used for progress monitoring because it shows progress over time. Line graphs are useful because data can be added, analyzed, and evaluated on a formative basis. Also, data trends can be identified. When a line graph includes an aim line students, parents, and teachers can easily identify where the student is in relation to his/her goal. They can also determine if the student is making adequate progress over time. A line graph can also easily show different treatment conditions (e.g., baseline, different instructional approaches, etc.) A bar graph may be used to display data when a few strategies are employed at the same time. For instance, if a student is using a few different graphic organizers, the bars could represent progress for each type of organizer.

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    42. 42 Evaluate the Data Why evaluate the data? Effectiveness and efficiency of instruction Who should evaluate the data? Teacher, Parents, Student, Others One of the main purposes of collecting data is to make decisions about instruction. Evaluation of data occurs as an ongoing day-to day assessment of the effectiveness and efficiency of instruction. **In addition, evaluation of data occurs when reviewing/revising an IEP and at the beginning of the reevaluation process. Depending upon the purpose of the evaluation, different people may be involved. Parents are always an integral part of the decision making. Ways to Involve Parents After providing parents with graphs of data showing progress, call or meet with them to discuss what the data has shown. If appropriate, show parents the effects of different instructional strategies and describe how decisions about instructional strategies are made. Ask parents if they are satisfied with the progress that their child has been making on their goals & objectives. If satisfied, are there any changes that could be made to increase progress? If not satisfied, does the parent have any suggestions about how to increase their child’s progress? One of the main purposes of collecting data is to make decisions about instruction. Evaluation of data occurs as an ongoing day-to day assessment of the effectiveness and efficiency of instruction. **In addition, evaluation of data occurs when reviewing/revising an IEP and at the beginning of the reevaluation process. Depending upon the purpose of the evaluation, different people may be involved. Parents are always an integral part of the decision making. Ways to Involve Parents After providing parents with graphs of data showing progress, call or meet with them to discuss what the data has shown. If appropriate, show parents the effects of different instructional strategies and describe how decisions about instructional strategies are made. Ask parents if they are satisfied with the progress that their child has been making on their goals & objectives. If satisfied, are there any changes that could be made to increase progress? If not satisfied, does the parent have any suggestions about how to increase their child’s progress?

    43. 43 Assumptions to consider before evaluating the data: Teacher is implementing instructional strategies Student is actively engaged in instruction Aim line has been correctly identified based on present levels of educational performance Appropriate identification of annual goals and objectives If appropriate, review this slide with the audience. These bullets highlight some key assumptions underlying the accuracy and integrity of the data. Evaluation decisions made on bad data will be bad decisions. If appropriate, review this slide with the audience. These bullets highlight some key assumptions underlying the accuracy and integrity of the data. Evaluation decisions made on bad data will be bad decisions.

    44. 44 Evaluate the Data What to look for when evaluating the data… Is the student making progress toward the goals and objectives? “Rule of Thumb” – If 4 of the last 6 data points fall below aim line, student is not making progress Baseline data Established timeline Established aim line How is the student responding to the intervention? Specially Designed Instruction Instructional materials and methods The data you’ve been collecting should help you answer these questions: Is the student making progress toward the goals and objectives? In answering this question, consider the timeline specified in the IEP and the student’s starting point (baseline). A basic rule of thumb in making decisions about whether or not a student is making progress is to look at the last 6 data points on the graph of student progress. If four of the last six data points are below the aim line, it should be concluded the student is not making progress. How is the student responding to the intervention(s)? If the specially designed instruction and materials and methods are appropriate, the student should be progressing. If the student is not making progress, you should look at these areas for making changes. These questions are better answered by a team, including the parents, so that progress can be evaluated across multiple settings. The data you’ve been collecting should help you answer these questions: Is the student making progress toward the goals and objectives? In answering this question, consider the timeline specified in the IEP and the student’s starting point (baseline). A basic rule of thumb in making decisions about whether or not a student is making progress is to look at the last 6 data points on the graph of student progress. If four of the last six data points are below the aim line, it should be concluded the student is not making progress. How is the student responding to the intervention(s)? If the specially designed instruction and materials and methods are appropriate, the student should be progressing. If the student is not making progress, you should look at these areas for making changes. These questions are better answered by a team, including the parents, so that progress can be evaluated across multiple settings.

    45. 45 Evaluate the Data: Some Decision Rules Data Patterns Making progress. Errors flat or decreasing Progress stalled at 20%-50% correct. Progress at or near zero. High error rate. Interpretation Program is working Student can perform some but not all parts of the task. Task is too difficult. The next two slides represent additional decision rules that can be applied when evaluating data. The next two slides represent additional decision rules that can be applied when evaluating data.

    46. 46 Evaluate the Data: More Decision Rules Data Patterns Progress stalled close to goal, no increase in rate Meets aim line Interpretation Student is ready for skill building Successful instructional program

    47. 47 Problem Solving Routine: IDEA Inspect the last 4 data points Decide what the scores look like . . . Variable? Going up? Going down?

    48. 48 Problem Solving Routine: IDEA Evaluate why scores are this way Attendance? Motivation? Instruction?

    49. 49 Problem Solving Routine: IDEA Apply a change that might improve achievement and trend Select simple interventions first Move to moderate interventions if necessary Move to intensive interventions as needed

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    51. 51 Making Instructional Adjustments May Mean . . . More of something (and less of something else) in the same amount of time More of something and more time allotted for instruction Different instructional groups Different materials Different strategy Additional personnel to allow more time for guided practice at a later time

    52. 52 Levels of Instructional Adjustments Look for simple changes first, before moving to more complex changes Simple interventions Moderate interventions Intensive interventions

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    55. 55 Level of Performance What changes occur immediately after a program modification? Is there an immediate step (up or down) that results from the new intervention?

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