1. Data Collection Tools for Everyday Classroom Use
Amir Jacob, Jamie Meisel, and Michelle Weiner

2. Objectives Purpose of Data Collection Academic Data Collection
Steps to data collection
Using data to make decisions
Academic Data Collection
Purpose
Types of data collection methods
Ways to gather data
Examples of data collection tools
Functional Data Collection
What is the Self- Monitoring system?
How is it implemented?
Case studies

3. Purpose of Data Collection

4. What is Data Collection?
The systematic process of collecting specific information about a student’s academic or functional performance

5. Purpose of Data Collection
Help educators determine if instruction, programs, and interventions are effective
Help educators know when to make changes to a student’s academic or functional program

6. Steps to Data Collection and Decision-making
Select target skill/behavior
Define target skill/behavior
Select data collection system
Implement data collection method
Summarize and graph data
Use data to make decisions

7. Select Target Skill/Behavior
Behavior may be academic, functional, or social
Be descriptive
“disruptive” vs. “talks out without being called on”
“lazy” vs. “does not complete assignments on time”
“causes problems” vs. “does not follow directions”

8. Select Target Skill/Behavior
Goals:
Reduce a problem skill/behavior
Replace problem skill/behavior with an appropriate alternative behavior
Increase desired skill/behavior

9. Define Target Skill/Behavior
Define target skill/behavior in observable and measurable terms
Easily observed
Countable
Have a beginning and end
Repeatable
Specify
Conditions
Example
Talking out
“When the teacher asks the class a question, Molly speaks without raising her hand or waiting to be called on”

10. Define Target Skill/Behavior
Define objective/goal
Specify
Conditions
Desired behavior
Criteria for acceptable performance
Examples
Talking out
When the teacher asks the class a question, Molly will raise her hand and wait to be called on 80% of the time”
Sight Words
Given 30 flash cards, Ben will orally read each word within 2 seconds with 90% accuracy

11. Select Data Collection Method
Curriculum-based measurement (CBMs)
Permanent products
Tangible items/outcomes
Event recording/Frequency counts
Counting the number of times a skill/behavior occurs (tallying)
Duration recording
How long student engages in a behavior
Latency recording
How long it takes student to begin a behavior once it has been requested
Permanent products - % of assignment completed, % of correct responses

12. Select Data Collection Method
Determine the length of the intervention/how long data will be collected
Identify times to collect data throughout the day or week
Where and when the behavior is most like to occur?
When are resources available?
Decide how frequently data will be collected
Will depend on skill/behavior being targeted

13. Implement Data Collection Method
Collect accurate and reliable data
Be consistent
Stick to your definition of the target skill/behavior
Stick to your criteria for acceptable performance

14. Implement Data Collection Method
Collect baseline data
The student’s starting point in the skill or behavior that is being targeted
Provides a comparison against which a student’s progress can be measured
Can be used to set goals that are realistic yet ambitious
3-5 data points
Use the median (middle) data point for reference
Use the average of the data points for reference

16. Baseline
Intervention

18. Baseline
Intervention

19. Summarize and Graph Data
Why?
Raw data is difficult to interpret
Convert raw data to usable form
Percentage
Rate
Graph the data
Graphs allows us to visually summarize and interpret large amounts of data

20. Work Completion Date Finish Work Opportunities 4/4/11 1 4 4/5/11
4/6/11 5
4/11/11 2
4/18/11 6
4/25/11
5/2/11 3
5/9/11
5/16/11
5/23/11
5/30/11

21. Work Completion Date Finish Work Opportunities Percentage 4/4/11 1 4
25%
4/5/11
4/6/11 5
20%
4/11/11 2
40%
4/18/11 6
33%
4/25/11
5/2/11 3
60%
5/9/11
80%
5/16/11
67%
5/23/11
75%
5/30/11
100%

22. Baseline
Intervention
Goal Line

24. Use Data to Make Decisions
Monitor the student’s progress
Evaluate the outcome of the intervention
Analyzing Data
Stability
Level
Has student met goal?
Trend/Growth
Is student making sufficient progress to meet goal?

26. Goal Line

27. Trend Line
Goal Line

28. Goal Line
Trend Line

29. Trend Line
Goal Line

30. Academic Data Collection

31. Purposes of Academic Data Collection
Monitoring progress toward power standards
Moving students in and out of intervention programs (tier 2)
To more appropriately select and utilize intervention programs
Beginning a case study/evaluation process for tier 3 interventions
Clearly communicating progress with parents

32. Types of Academic Data Math: computation and math reasoning
Reading: fluency, literal comprehension, inferential comprehension
Writing: sequencing, supporting details, organization, editing

33. Ways to Gather Data
Standardized Assessments: Map, CBMs, ISAT, district benchmarks
Isolated Skills Probes (reading fluency + math computation):
Classroom based assessments

34. Examples of Math Computation Data Collection

35. Examples of Problem Solving Data Collection

36. Examples of Reading Fluency Data Collection
For use with grade level, or instructional level reading probes
Progress monitoring sheet is kept in ‘teacher copy’ folder

37. Example of Proof Reading Data Collection

38. What is the Self-Monitoring System?
The self-monitoring system provides students with the opportunity to observe, reflect, and record their own behavior. 38

39. Example of Academic Self-Monitoring
Promotes the reflection process
Encourages students to find reasons behind their successes and struggles

40. Descriptive Data
Data must ‘paint a picture’ of what student IS and IS NOT able to do
Do: On the chapter 6 math test, Samantha answered 2/4 word problems correctly. Each word problem was 3-4 steps, and consisted of fractions and whole numbers. Errors were due to math reasoning, not computation.
Don’t: Samantha scored 85% on her math test.

41. Norm-Referenced Data
- Data should reflect what an individual student is able to accomplish in comparison to their peers
Class assessment averages
District benchmarks
ISAT & Map scores (percentile rankings)
Example: Samantha scored a 2 out of 4 on the writing benchmark. Points were deducted for lack of focus and support of main ideas. The seventh grade average was a 3.

42. Norm- Referenced II
Classrooms based assessment averages can be easily found through PowerTeacher grade book
Mean -->
Median -->
Mode -->

43. Case Study Example
Samantha is a 7th grade ELL who was exited from the ESL program in 6th grade. She is currently struggling with concepts in math and science. Her teachers are not sure if the difficulty is due to a language barrier, lack of effort, or a true skill deficit. Before moving forward with a possible case study, the team needs to collect data in hopes of targeting the specific skill areas in need.
What type of data collection would be appropriate to use with a student like Samantha?

44. Possible Data Collection Ideas
Using comparative assessment data to determine if her skills are below that of her grade-level peers
Use isolated skills probes to determine if math difficulty is due to computation
Use data collection form and past classroom assessments to determine ability level with math reasoning

45. Functional Data Collection
Self-Monitoring Technique

46. What is the Goal of Self-Monitoring Technique?
To improve a student’s inappropriate behavior by having them participate in monitoring their actions in class.
The goal is to change the rate/frequency of their inappropriate behavior short and long term.
The long-term goal is to have them internalize this process so they act appropriate on a regular basis.

47. Definition of Self- Monitoring
“Self-Monitoring typically refers to a process of self-recording by which students are taught to observe their own behavior and note whether a target behavior occurred” (Coleman, Webber 103).

48. Theorists Viewpoint
Cognitive Psychologists explain as students record their behavior they become more aware of their actions. This leads to recognition of their actions which leads to self regulation.
Behavioral Psychologists believe that the self-monitoring system is affective because students are recording specific behaviors that are under control of external consequences (Coleman, Webber 103).

49. Advantages
Self-Management allows students to be aware of their behaviors and to govern the reinforcers for their behaviors.
This method allows them to be less dependent on the teacher and become more accountable for their actions.

50. When to Implement the Self-Monitoring System
Self-Monitoring can be implemented to change the rates of learning behaviors such as:
Bringing Materials to class
Arriving on time
Staying seated
Class participation
Transitioning from task to task
Not blurting out
Working cooperatively with peers
Homework completion

51. Students Record Their Own Data
It is a self-management strategy that allows the students to record their own data regarding their behavior.
This allows them to become aware of their actions.
Their active participation encourages them to be invested into the success of the process.

52. The Plan Must Be Documented in a Simplistic Manner
MUST be done in a simplistic manner since students are responsible for collecting the data.
Examples include:
Circling yes/no
Smiley face or frown face
Tally marks
Time intervals

55. Monitoring Being On Time

56. Monitoring blurting out

58. Transitioning

60. Accountability
The self-monitoring system requires direct instruction with modeling.
Students will need to practice with teacher support through the scaffolding method.
Otherwise students may skew data
Students complete the chart with the teacher.
Teachers also monitor the students to enforce accountability by comparing the results with the students.

62. Task Initiation

63. The Process 1. Involving the student in the process
Both the teacher and student agree on the behavior to be changed
The students needs to be part of the process to create ownership
2. Determine where the behavior is most prevalent
Start with one place
Generalize it across settings

64. The Process Continued
3. Establish realistic goals for changing the behavior
Expectations for meeting the criteria
Start with an expectation that is attainable but at the same time the student needs to reach for it
4. Identify a time line showing how long the behavior plan will be in effect
When to review the progress (end of each week, four weeks reconvene)
Areas of improvement

65. The Process Continued 5. Identify the reinforcers
What are the reinforcers?
Are there consequences?
6. Self-Evaluate the success of the program
Each day/period complete the form and discuss results

66. External Rewards
Sometimes self-monitoring is combined with an external reinforcement system where the student is rewarded for a achieving a high frequency of the specific behavior as well as recording the information appropriately.
This is important in behavior modification.
At first students may want to know what is in it for them besides negative consequences.
Then you mold their behavior as they become invested and attain higher self-esteem for doing so.

67. Phase Out External Rewards
The long term goal eliminate the rewards as the behavior improves on a regular basis.

68. Examples of Rewards Tangible Activity Social
Stickers, stamps, food, privilege pass, stress ball
Activity
Games, computer time
Social
Playing a game with a friend during recess

69. Communication of the Process
Google Doc: Can be shared between service providers
Students/Parents:
Display the data in an easy to interpret
Break the progress down by week
Show the progress by specifically looking at the behavior over the course of a time frame

70. Monthly Break Down

71. Easier to Interpret

72. Visual Display

73. Case Study 1
Sam has never enjoyed math class. In particular, he finds taking notes during class challenging. Sam is provided with partially completed notes so he is just filling in the blank. During whole class instruction he would close his eyes and put his head down on his desk. When a teacher would encourage him to focus he would put his head up for about a minute and at times pick up a pencil. If he received multiple redirections, Sam would become more vocal and argumentative with the teacher. His notes were incomplete and he rarely participated in class. This inappropriate behavior would occur several times a week.
What would you do to assist Sam in math class?

75. Weekly Functional Performance

76. Overall Functional Performance

77. Case Study 2
Jack has a difficult time following directions during class. He is diagnosed with ADHD and tends to lose focus very easily in class. In particular, English class is difficult for him because there are so many transitions. Jack relies on the teacher or teacher assistant to initiate the task. This includes taking out a pencil, piece of paper, or a book. Thus, he rarely completes a task independently.
How would you motivate Jack in class?

79. Number of Prompts

80. Digital copies of the powerpoint and additional handouts can be found at: