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. Please remember that every student would learn every skill you teach
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1. Data Collection Refined Presented to Interns of the APS/UNM Partnership Program January 2008
By
K. Dubois, K. Osborn, K. Peters,
D. Rose, M. Ruckman
2. Please remember that every student would learn every skill you teach…. if and only they could. As teachers we are responsible to find the level from which a student can learn and we can teach.
Sarah Price
3. Purpose of Workshop
1 – To define and utilize four types of assessment.
2 – Help interns identify strategies to overcome obstacles to data collection.
3 – Analyze poorly written IEP goals to make them usable for data collection.
4 - Create/identify examples of data collection forms for use with your class.
4. District and state mandated (including standards-based assessments)
Pre/post
Classroom-based
Assessment data specific to IEP goals
Types of Assessment
5. Examples of District and State Mandated Assessments NMSBA (New Mexico Standards Based Assessment)
NMAPA (New Mexico Alternate Performance Assessment)
A2L (Assess To Learn)
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
DRA (Developmental Reading Assessment)
STAR (Standardized Test for the Assessment of Reading)
6. Pre/Post Assessments Assessments that are given at the beginning of the year, end of the year, and possibly before an IEP.
Indicates a grade level where instruction should begin and is used to show gains at the end of the school year
Brigance
DRA (Developmental Reading Assessment)
Pre/post skills assessment profile (ISP)
7. Classroom-Based Assessment Assessment that is tied to a lesson plan to show what the student learned, or which areas the student still needs more exposure & practice.
Think of it as a roadmap to help you determine your next teaching steps.
8. Examples of Classroom-Based Assessments Student completed assignments
Curriculum-based oral and written tests
Homework
Completed projects and papers that are scored with rubrics & rating scales
Every Move Counts
9. Assessment & Data Collection on IEP Goals & Objectives Assessments that specifically targeted to the student’s IEP goals, objectives and criteria for mastery.
Information is kept on student data sheets that track student progress towards each IEP goal.
Provides the teacher with evidence on whether or not the goal has been achieved
10. Obstacles to Data Collection 1. Time management
Organize and set up materials (use of clipboards); utilize EA’s (train and empower); keep it simple; set up student self-monitoring; make it a part of the overall routine
2. Determining the value of this task – once you see the results and how it influences your teaching and student learning you will be “hooked”.
3. Poorly written goals – “Let’s talk”!!!
11. Parents benefit from data by: Increased trust in the educational system
Factual information provided to increase/decrease ancillary services
Clear information on student progress, behavior, and health
Quality information on students who make slow progress
12. Benefits of Data Collection What teachers, parents and students have to gain!
13. Students benefit from data by: Receiving more efficient instruction
Receiving more interesting instruction- the right balance of challenging, but not too hard
Decreasing negative behaviors, because when behaviors are managed better, school is more pleasant for all
14. Teachers benefit from data by: Enjoying increased accountability
Being protected by that proof that instruction was done
The biggie!!! Using information to guide instruction- Increase, decrease, change prompting, reinforcers, setting, materials, time, grouping, and such!
15. Personal Commitment Professional best practice
Ongoing professional growth– ongoing change; creative thinking; going beyond
Keep the students as your bottom line
Self improvement
17. Make Goals Manageable
18. Math
Format for a USEFUL goal:
_____ (condition's]), Student will _____ (behavior)
_______ (criterion) _______ (evaluation)
_____ (timeframe).
Goals you might see on an IEP:
1. Students will add & subtract 2-digit numbers with 80% accuracy.
2. Student will learn fractions.
3. Student will correctly sequence numbers 4 out of 5 times.
19. Math First:
1. Assess student’s current level of math skill (e.g., Brigance, teacher made assessment).
2. Compare current skill level to goal.
3. Identify the steps required to make progress toward the goal.
20. DEVELOPMENTAL SEQUENCE OF MATH SKILL ACQUISITION Pre-number (i.e., matching, sorting, comparing)
Number Sense: (e.g., 1-1 correspondence, cardinality, conservation, rote counting, spotting)
Counting (e.g., forward, backward, skip)
Numerals (i.e., recognizing & writing)
Place Value (i.e., composing and decomposing groups vs singles)
Operations (i.e., addition, subtraction, multiplication, division)
Etc.
21. Math Then:
Write the “steps” as objectives.
Teach the objectives starting with the lowest level.
Collect data!
Report on progress toward the goal identified as progress toward the objective(s).
22. Math For example if the goal is:
Student will correctly sequence numbers 4
out of 5 times.
And assessment results indicate that the student is at the pre-number skills level, then objectives need to address pre-number, counting, and numeral skills.
23. Math Data Sheet
Goal vs Objective?
Use an appropriate data sheet for each objective.
24. THE END
