1. Sponsored by FDLRS Action Resource Center

2.  Assessment  Measurement  Legal Accountability  Collaboration  Documentation  Problem Solving  Monitoring  Provide Feedback Diana Ferreira, Amy Rowe and Ann Cacciatore, OCPS

3.  Factual and unbiased information  Information is used for both academic and behavioral programming  2 critical components to data collection  Information gathering  Decision making

4. DefineAnalyzeImplementEvaluate What is the problem? Why is it occurring? What intervention am I going to do? Is it working? Academic & Behavioral Problem Solving/RtI CPI COPING Model Data-based Decision Making Model Continuous Improvement Model

5. SUBJECTIVE (UN-MEASURABLE)  Logan throws a tantrum when he does not get his way.  Angelina will identify numbers. OBJECTIVE (MEASURABLE)  Logan cries and kicks objects/people when he is denied access to the computer.  When given a verbal prompt “touch the number ___”, Angelina will expressively identify the requested number given an array of 3 choices.

6.  Is objective and non-judgmental  Helps to define the problem  Original data (before any intervention has taken place)  Is used to compare and evaluate the effectiveness of the intervention

7. Event Recording / FrequencyRecord how many times a behavior occurs Green DurationUsed to document the amount of time a student spends in engaging in a behavior Blue A-B-CAntecedent – Behavior – Consequence Documents what occurs before/after a behavior Purple Percent CorrectNumber of correct responses divided by the total number of opportunities to respond Pink LatencyDocuments how long it takes for a behavior begin after a demand or event occurs Orange Diana Ferreira, Amy Rowe and Ann Cacciatore, OCPS

8.  Be consistent in the type of data collected  Ensure that all who are taking data have been trained and understand the data collection tool being used.  Does intervention/data collection plan pass the “Stranger Test”?

10. Meet JulieJulie

12. What system(s) do you have in place for managing the sometimes overwhelming amount of student data that is collected?

13.  Must occur to be able to analyze the data collected  Quick and easy visual summaries that allow for easy determination of  patterns of behavior  evaluate results on new teaching strategies  determine if interventions are/are not having the desired effects

18.  Review data points every 3 sessions  Ask yourself is the data…  Improving?  Staying the same (flattening)?  Worsening?  Make a decision!

19. Possible Actions:  Continue services and supports with current annual goal.  Continue services and supports and increase annual goal.  Gradually fade services or supports to determine if the student can perform independently. 19

20. Possible Actions: Determine if the services and supports were implemented as intended.  If not, improve implementation of services and supports.  If yes, increase intensity of current services and supports and assess impact. If rate doesn’t improve, return to problem solving. 20

21. Possible Actions: Determine if the services and supports were implemented as intended.  If not, improve implementation of services and supports.  If yes, return to problem solving. 21