Ppt on data collection methods for teachers

Data Collection Tools for Everyday Classroom Use

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 Select Data Collection Method Curriculum-based measurement (CBMs) Permanent products Tangible/

Seeing how language teachers grow professionally: A multi case study of teacher learning to teach English By: Associate Professor Sumalee Chinokul, Ph.D.

collect teacher classroom-based performance; D 1.3: Creating relevant research instruments 1.3.1: Sending official letters requesting for permission for class visits and the videotape recordings for later analysis; 1.3.2: Creating instruments for collecting teacher classroom-based performance 1.3.3: Converting the data into a more practical format for later analysis. Data collection/time); and results (effect on the organization). Research method employed: Expected research output: Action Research Cycle 3 /

Response to Intervention www.interventioncentral.org RTI: Schoolwide Screening Tools & Classroom Data Collection Jim Wright www.interventioncentral.org.

-383. Response to Intervention www.interventioncentral.org Teacher-Friendly Data Collection Method: Behavior Report Card 7 RTI: Data-Informed Intervention 1 1 Response to Intervention www.interventioncentral.org The Problem That This Tool Addresses: Behavior Report Card Most traditional methods of behavioral data collection are time-consuming to collect and difficult to juggle for a classroom teacher. What is needed is a simple behavior-collection method that can be completed quickly and on/


Teachers are to avoid making appointments on scheduled duty or staff meeting days. 6. Teachers leaving school during breaks to indicate on white board in school staffroom. 7. Under the Collective Agreement, the Board is able to call back teachers for/of their entitlement. A simple but effective method of doing this is for the Principal to contact one of the/upon which the boards strategic goals are based. · submit the monitoring data required in a timely, accurate and understandable fashion. · report and /

1 AUN-QA Training Course for Accomplishing Programme Assessment Facilitated by: A/Prof. Tan Kay Chuan Mr. Johnson Ong Mr. Zhou Qi 1.

assessed by criterion-referenced methods and by a combination of peer, self and teacher assessment. Does the assessment method foster open, flexible, /data for each criterion Verify the reliability and accuracy of the information and data Identify the sources of evidence and review documentation Identify information and data gaps and implement plan to collect new information and data Identify and gather information and data for comparison and benchmarking Collect Data and Evidences 168 Do 169 Collect Data/

Response to Intervention www.interventioncentral.org RTI at Middle and High Schools: Academic Interventions for Difficult- to-Teach Students Jim Wright.

consensus about what math instruction should look like in elementary schools Schools may not have consistent expectations for the ‘best practice’ math instruction strategies that teachers should routinely use in the classroom Schools may not have a full range of assessment methods to collect baseline and progress monitoring data on math difficulties Response to Intervention www.interventioncentral.org 45 Profile of Students With Significant Math/

Data Collection Presented by: Meredith Penner, M.Ed. Rebecca Rotondo, M.Ed. Norristown Area School District Itinerant Autistic Support Teachers 610-630-6000,

what tools? Percentage, # correct, # incorrect 8 Steps to Determine Methodology  Decide who will collect the data Special ed. teacher, therapist, regular ed. teacher  Set the next checkpoint for review Marking periods, IEP dates, etc.) Activity  For each goal: identify one criteria example and one method example Create, adapt, or select a data form that would be most efficient Goal #1  Within the speech room, John will identify spatial/

22.1Database System Concepts - 6 th Edition Chapter 22: Object-Based Databases Complex Data Types and Object Orientation Structured Data Types and Inheritance.

for people: create type Person (name varchar(20), address varchar(20)); n Using inheritance to define the student and teacher types create type Student under Person (degree varchar(20), department varchar(20)); create type Teacher under Person (salary integer, department varchar(20)); n Subtypes can redefine methods by using overriding method in place of method in the method/- 6 th Edition Creation of Collection Values Array construction array [‘Silberschatz’,`/ data Programmer can manipulate persistent data/

Emily Wiggins Fall 2005 Prof. Nuria Sagarra SPAN 502 The Effect of Peer and Teacher Feedback on Student Writing Terena M. Paulus (1999) Journal of Second.

form. Number and type of comments tailored to needs of each student. Methods Draft three: final copy. Data Collection 1 Students recorded a think-aloud protocols (TAP’s) during each revision (peer and teacher feedback). Purpose to talk through ideas as they revised and identify the sources of and reasons for revisions made. Data Collection 2 Faigley and Witte’s Taxonomy of Revisions (1981) was used to/

Response to Intervention www.interventioncentral.org RTI: Academic Interventions for Difficult- to-Teach Students Jim Wright www.interventioncentral.org.

protocol interventions are an efficient method for certified teachers to deliver targeted academic /Collecting Data Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are ‘fatally flawed’ (Witt, VanDerHeyden & Gilbertson, 2004). Critical Item?Intervention ElementNotes  Intervention Documentation. The teacher understands and can manage all documentation required for/

Michelle Miklinski Liberty University.  The presentation includes a synthesis review of literature relating to methods of instruction and how they affect.

and intrinsic motivation. Piaget and Vygotskys’ cognitive and social development theories underscore the need for constructivist methods. A positive teacher- student relationship whose focus is on the unique learning style that each child possesses/ only presentations or constructivist method of instruction, based on availability of testimonial speaker for the constructivist presentation.  All students in each classroom will participate in the evaluation.  Qualitative data will be collected in the form of /

Welcome 1 Directory of Business Research Methods (HRMARS)

. Problems of teachers. Problems of students attendance. 9 Directory of Business Research Methods (HRMARS) Steps of Action Research I. Identification of the Problem II. Formation of Objectives and Hypothesis III. Collection of Data by using suitable/s history and information about his trait” Tolls for Collection of Data: 1.Personal Interview 2.Questionnaire 3.Observation 4.Anecdotal Record 5.Cumulative Records 15 Directory of Business Research Methods (HRMARS) IV. Preparation of Suitable Action Plan/

Professional Development Activity Log: Comparing Teacher Log and Survey Approaches to Evaluating Professional Development AERA Annual Meeting Montreal,

PD experiences Generates context sensitive questions “Black Box” of Survey Data Hypothetical Data Fine-grain log-level data on contact hours : Disaggregated by teacher by activity by time Hypothetical Data Validation of Teacher Logs as an Alternative Data Collection Method Comparing PDAL and exit survey results –Measurement properties –Correlations –Mean levels Assessing the relative efficacy of teacher logs and survey Method Instruments –PDAL Conduced over 15 months –Exit Survey Follow-up/

Data Collection: An Introduction PowerPoint Slides to be used in conjunction with the Facilitator’s Guide.

to collect data typically falls to the teacher or behavior specialist. These practitioners are responsible for: (a) identifying and defining skill/behavior; (b) establishing the baseline performance of the student (what the student can do) and the criteria, including mastery (what they want the student to be able to do); (c) creating a user-friendly data collection method; Response Modes, continued (d) training team members to collect data across/

Page 49 to 76 of www.highlightcomputer.com/OverallProgramGeneral.pdf Learning OutcomeSubjectsTime Allocation/ Assessment Method For Advanced Diploma –AGTI.

data collection. Student results will be used as a measure for the success of the program. Ongoing feedback will be sought while implementing the TAS in order to gather data for future programs. Detailed evidence of monitoring and evaluation is available. 47 48 49 50 Teacher/ and consistent approaches. Assessment evidence gathered is reviewed and assessment decisions moderated. Assessment processes, methods, materials, tools and decision-making are revised in light of evaluation results. Detailed evidence /

Object-Based Databases Ghazal Mostofi Sadri. Outline 1.Overview 2.Complex Data Types 3.Structured Types and Inheritance in SQL 4.Table Inheritance 5.Array.

Methods create type PersonType as ( name Name, address Address, dateOfBirth date) not final method ageOnDate(onDate date) returns interval year; create instance method ageOnDate (onDate date) returns interval year for/Teacher under Person (salary integer, department varchar(20)); Subtypes can redefine methods by using overriding method in place of method in the method declaration. Multiple Type Inheritance create type TeachingAssistant under Student, Teacher/Querying Collection-/data: a data which continues/

MU Center for SW-PBS College of Education University of Missouri MO SW-PBS Tier 3 Advanced Training Collecting Observational Data MU Center for SW-PBS.

your current method for recording observational data Is this an app your school might consider using? How can you take the information presented and use it to improve your Tier 3 implementation? MO SW-PBS SCOA Data Collection Tool Download SCOA application through iTunes to a compatible device. iPhone, iPad or iTouch $2.99 MO SW-PBS SCOA Data Collection Tool Includes variables of effective instruction for teacher and/

MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Phase SW-PBS Teams: Session 4: Monitoring Student Progress and.

a System of Support for Individual Students: Behavior Intervention Plans (BIP) Action Step: Identify data collection procedures for monitoring impact of BIP and staff who will be responsible for data collection. 243 MO SW-PBS Outcomes Determine method to be used to monitor/problem behavior OR the problem behavior is not described in observable or measurable terms. Joe will re- interview teacher and review ODRs and minors to obtain an observable and measurable description of the problem behavior. If needed/

Response to Intervention www.interventioncentral.org ‘Teaching the Tornado’: Classroom Strategies for Working With the Disorganized, Inattentive, Overactive.

each tutoring session). The student form also allows you to meet with the student for follow-up sessions and to check off whether the data is being collected consistently. Several sample methods for tracking student progress on intervention appear below:  Academic Enabler Skills Checklist  Behavior Report Card: To be completed by the teacher and/or student  Homework Log  School/Home Note  Evaluation of Work Products Response/

1crmda.KU.edu Todd D. Little University of Kansas Director, Quantitative Training Program Director, Center for Research Methods and Data Analysis Director,

method for significance testing 8crmda.KU.edu Key Considerations Recoverability Is it possible to recover what the sufficient statistics would have been if there was no missing data/1 = Classroom observations Inexpensive Measure 2 = Teacher report 2-Method Measurement crmda.KU.edu49 How it works ALL/data to answer a different question is not limited to time-lag designs Wave-based data collection (e.g., data collected at Grade 1-3) can be transformed into age-based data with missingness Wave- to Age-based Data/

The Scientific Method involves a series of steps that are used to investigate a natural occurrence.

temperatures rise, then plant growth will increase. Steps of the Scientific Method Procedure 3. Procedure: Shows the steps you took to do your experiment. Steps of the Scientific Method Collect Data 4. Collect Data: Shows what happened in the experiment. This is usually in a/ his journal. He has both of these checked by his teacher where she checks for any safety concerns. Collect Data John comes up with a table he can use to record his data. John gets all his materials together and carries out his /

Response to Intervention www.interventioncentral.org RTI: An Overview for Educators Jim Wright www.interventioncentral.org.

computation probe. Example: The student completes a 3-minute CBM writing probe that is scored for total words written. 55 Response to Intervention www.interventioncentral.org Combining Classroom Monitoring Methods Often, methods of classroom data collection and progress-monitoring can be combined to track a single student problem. Example: A teacher can use a rubric (checklist) to rate the quality of student work samples. Example: A/

The _____________ involves a series of steps that are used to investigate a natural occurrence. 1. Scientific Method.

teacher helps him come up with a procedure and list of needed materials. She discusses with John safety rules Steps of the Scientific Method Modify the procedure if needed. Confirm the results by retesting. Include___________,________, and_______________. Step 5 11. Collect/data. John gets all his materials together and carries out his experiment. Collect and Analyze Results John examines his data/Scientific Method : Include a statement that ______ Or __________ the___________. Make recommendations for /

The Development of Preservice Teachers’ Visions of Mathematics Instruction Temple A. Walkowiak Carrie W. Lee Ashley N. Whitehead NCTM Research Conference.

teacher preparation program? Purposes Context Significance Research Questions Methods Findings Implications Next Steps Methods: Participants n = 18 “traditional” undergraduate students  approximately 20-22 years old 17 female, 1 male Purposes Context Significance Research Questions Methods Findings Implications Next Steps Methods: Data Collection TimelineData Collection/ or maybe they have to work it out themselves….For the most part, I think the teacher should be making sure that they’re...doing it /

Ideas for modules. Assessments Formative Assessment: The formal and informal practices that teachers and students use to gather evidence for the purpose.

to learning. However, a portfolio is not an assessment method, but a vehicle for teachers and students to use to track, reflect on. and communicate about achievement. Typically, a portfolio contains a collection of evaluated work, each piece of Which is the result/ knowledgeably about the specifics of a student’s achievement during conferences. Makes it easy to transfer your summative data into standards-based reportrng formats C What labels and categories do you use in your gradebook? BACK CONTINUE I (/

Today: Health Continued Research Methods * All extra credit due by next class Wednesday May 29th “The true measure of a man is how he treats someone who.

Literature Review 3. Research design/ Methods 4. Collect data 5. Code data 6. Results and discussion 7. Inform Others Each steps has importance 1. Identify your topic Topic: Problems in Education Refine the question: Why do teachers quit? 2. Research-Literature Review/ purposely infecting subjects with cancer cells, 13 subjects died 1946-48: U.S. recently (Oct 2010) apologized for deadly experiments on hundred of Guatemalans injected with STD’s U.S. public health service doctors injected Guatemalan patients /

Week 1 Able to –Define action research in your own words –Explain the action research process –Understand the action research methods –Prepare an action.

is done by teachers, administrators for themselves Inquiry into one’s own practices Research has increased utility Action Research Focus: Applied issues Methods: mixed methods Many individuals consider action research studies to be most similar to mixed- methods research (than purely quantitative or qualitative research) Action Research Relies heavily on qualitative data collection methods Frequently analyze quantitative data Inferential statistical methods are rarely used in data analysis –Generalizing is/

Week 2 –Refining study purposes –Articulating research questions –Developing research plan –Collecting Data –Group sharing of research study.

, short papers, homework, worksheets, self-assessments –Allows for the intervention to be altered as necessary 64 Existing documents and records Summative Assessment: a method of assessment used at the conclusion of instruction or intervention to determine whether goals have been met Examples— –Projects –Performances –Papers –Teacher-made tests –Standardized tests –Artwork 65 Make Sure the assessment data collected… Measure what they are intended to measure/

Home reflection Introduction to the Models and Tools for Social Networks Kenneth Frank, College of Education and Fisheries and Wildlife Help from: Ann.

Graphical Representations  Centrality Centrality  Ethics  Resources Resources  Logistics of Data Collection Logistics of Data Collection Logistics of Data Collection  Organizing data entry Organizing data entry Organizing data entry  Resources for Networks: Books Resources for Networks: Books Resources for Networks: Books  Resources for Networks: Web Resources for Networks: Web Resources for Networks: Web  Resources: Clearinghouses Resources: Clearinghouses Resources: Clearinghouses  Resources/

Conducting and Utilizing Functional Behavior Assessment Data Monongalia County Schools.

the ‘whole’ environment Student Functional Assessment and Reinforcement Survey Forced-Choice Reinforcement Survey Problem Behavior Questionnaire-Teacher  Identify which data collection method will be used for which Target Behavior in which environments (ex. duration method would ‘best fit’ crying/temper tantrum behavior) We will learn more about data collection in a bit.  For instance, the school counselor may serve as the logical choice to complete the interview and reinforcement/

Data, Information and Knowledge. What is Data? Data consists of raw facts and figures CONDONE Raw facts or raw figures but do not accept has no meaning.

data e.g. Designing/Creating Data Collection sheets e.g. employ someone to create the forms., Takes time to trial the sheets before using for real. Data Collection e/for each of your chosen methods. [10] ANSWER- MARK SCHEME= 8. (a) Three marks for description of any 3 of the following methods. No mark for just naming the method. No list mark awarded. Can award marks for general answers within a method but only award once. 3 marks for the method, 3 for the disadvantages and 4 for the advantages OMR Teachers/

The Commission for School Board Excellence.

its management oversight responsibilities through audits, workshops, reports, and other methods to assure the integrity and performance of the district’s management / system should be held accountable for performance through standardized evaluation, development and maintenance of a strategic plan, and performance data collection processes the result of which/ were communicated to staff, such as a post-board meeting for teachers and administrators. Board members could describe structures that existed to /

Georgia Institute of Technology Workshop for CS-AP Teachers Chapter 3 Advanced Object-Oriented Concepts.

Georgia Institute of Technology Workshop for CS-AP Teachers Chapter 3 Advanced Object-Oriented Concepts Georgia Institute of Technology Learning Goals Understand at a conceptual and practical level –Objects Object variables and methods –Classes Class variables and methods –Inheritance –Abstract Classes –Interfaces –Polymorphism Georgia Institute of Technology Object-Oriented Principles Objects with data (fields) and operations (methods) –Usually classes too Inheritance –Hierarchy of types –Generalization / /

Language Acquisition: Effectiveness of Collaboration on Teacher Practices and Beliefs Kara-Lisa Mitchell In fulfillment of the requirements for the MAED.

. These data collection intervals were 3 minutes long per teacher per interval. The data collection occurred during circle time, transition/playtime, and work time. Codes for frequency were recorded on a data sheet, a data table was created for each teacher for each interval, and each minute of each interval was coded separately. Topics in the survey (1)Teaching language throughout the day in different settings using different methods, and (2)Teacher views/

Statistics Terminology. What is statistics? The science of conducting studies to collect, organize, summarize, analyze, and draw conclusions from data.

into? 1.Teachers salary. 2.Cars driven by students. 3.Your grade in science. 4.The high temperatures this week. Data Collection One of the most common ways to collect data is by/answers. Makes this the most expensive method. The interviewer may be biased on the people they select to interview. Sampling When data is collected using samples, rather than a /number is selected. Example: 500 people in population and we need 50 people for sample. Therefore we will use every 10 th person. The first person, numbered/

The Nature of Argument Among Freshmen College Students, Science Teachers, and Practicing Scientists Issam Abi-El-Mona Rowan University Department of Teacher.

and neighboring communities: 10 Freshmen college students, 10 secondary science teachers, and 10 practicing scientists Method Exploratory and qualitative in nature In-depth, semi-structured interviews Data collection occurred in two phases Arguments constructed based on issue (global / within inquiry based contexts Conclusions Research efforts need to focus on developing context dependent criteria for analyzing and identifying arguments based on common perceptions of argument held by learners Phase II /

The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education.

self-assessment with resource teacher Intern reviews self-assessment with resource teacher Resource teacher asks guided questions Resource teacher asks guided questions At /for Task C. What methods does the intern use to collect assessment data on the children? What methods does the intern use to collect assessment data on the children? What methods does the intern use to analyze assessment data on the children? What methods does the intern use to analyze assessment data on the children? What methods/

The Kentucky Teacher Internship Program for Interdisciplinary Early Childhood Education If the trainer has a copy, be showing the video from Head Start.

IECE TPA Handbook Prior to orientation meeting: Intern completes self-assessment Intern reviews self-assessment with resource teacher Resource teacher asks guided questions At orientation meeting: Discuss results of self-assessment Task E is being introduced at/ a shoulder partner mentoring suggestions for Task C. What methods does the intern use to collect assessment data on the children? What methods does the intern use to analyze assessment data on the children? What methods does the intern use to /

The experience of compiling the At safety school manual Teacher manual, For introducing the themes of safety and prevention into the teaching syllabus,

cooperation with the LHA of Bergamo is implementing a TRAINING COURSE addressed to teachers who will apply the model CREATION OF A DOCUMENTATION KIT FOR TEACHERS CONTENTS OF THE KIT –Collection and comments of epidemiologic data on road and domestic accidents, free time, etc. –Methodical documentation on health education –National and international guide lines for the development of a prevention culture –Deepening on security themes TRAINING COUSE/

Teachers action research and the generation of knowledge The Southampton Music Action Research Project, 2007-08 Tim Cain UCET Annual Conference, Nov 10,

causes of...?) Disciplinary roots in psychology Methods include Randomised, controlled trials; experiments and/data collection and the issue of validity more awareness of the complex nature of what is often treated superficially during in-service training began to seek out the relevant associated literature able to evaluate suggested innovations Validity strengthened through peer examination and discussion Knowledge Foster (1999): the production of knowledge is the primary goal of research, which teachers/

How to Use the Bruner Foundation Guide & Powerpoint Slides Evaluation Essentials:A Guide for Nonprofit Organizations and Their Evaluation Partners. (the.

QUESTION EXAMPLES What was the quality of the professional development provided to participating teachers and other school administrators and staff specifically: through the Summer Institutes, Quarterly/data collection methods Summary of key findings (including tables, graphs, vignettes, quotes, etc.) Discussion or explanation of the meaning and importance of key findings Suggested Action Steps Next Steps (for the program and the evaluation) Issues for Further Consideration (loose ends) Introduction Methods/

1. 2 GUIDELINES 1. Identify the variable(s) of interest (the focus) and the population of the study. 2. Develop a detailed plan for collecting data. If.

is a measurement of an entire population. A sampling is a measurement of part of a population. 4 What method of data collection would you use to collect data for a study where you would like to determine the chance of getting three girls in a family of three children?/population. 11 Example: You are doing a study to determine the number of years of education each teacher at your college has. Identify the sampling technique used if you select the samples listed. 1.) You randomly select two different departments/

Controlled Assessment Unit - CAU Investigative Skills Assessment - ISA

Assessment Unit - CAU Investigative Skills Assessment - ISA 1 Introduce the context of the investigation Context: Your teacher will describe the context in which the investigation is set. Relating the investigation to the context You must research/Method(s) Briefly outline a possible method that could be used to collect useful data to investigate the hypothesis. Think about what you will change, what you will control and what you will measure. Equipment List all the equipment you would need for your method/

TEACHER EVALUATION After S.B. 290 The Hungerford Law Firm August, 2012.

through targeted DATA COLLECTION. Let teacher suggest what evidence would be needed, how it might be collected Ask teacher to design data collection devices, summaries Set early deadline for submission of preliminary data Use PLC to design/review data collection Plan for data that can be gathered in observations by administrator. DATA COLLECTION by Observation 1.Determine focus of observation, tied to goals/deficiencies 2.Determine what method of data collection will fit: 3.Share data with teacher 4.Set/

Co-Teaching: A Learning Process

Observe As we all know in today’s schools there is a large emphasis on data collection. This method for co-teaching presents educators with an unique opportunity to gather useful data to help improve all students learning. In this method, one teacher performs whole group instruction, while the other teacher gathers useful data on targets the team has decided is important. One Teach-One Observe Recommended use: Frequent/

Monitoring Student Progress for Behavioral Interventions.

data be collected? Related to intensity of behavior and timelines for making intervention decisions  In what context(s) will data be collected?  At what times will data be collected?  Who will collect the data? Consider when, where, and how the data will be collected.  When and how will the data be entered to allow for evaluation? Developing a Measurement Approach 45 Data Collection Methods/ engaged during math today. Interpretation: The teacher estimated that the student displayed academically engaged /

Governor’s Proposals for the State Budget and K-12 Education

collection of data and identification of needs is the responsibility of the leaders of the district and must precede this level of engagement Promise to Stakeholders We will work with you to ensure that your concerns are reflected in the goals and actions of the LCAP Methods of Engagement Forums and workshops 1 Consultation with: Teachers/ Every district will have a different level of revenue and capacity for addressing compensation For most districts, restoration of concessions will be a top priority How/

How effective is our Elementary Teacher Education Program? Two Projects: AGILE Teacher Work Sample: Georgia A. Cobbs Trent Atkins The University of Montana.

Google Form! Standardize data collection Standardize data collection Teach Research Design to Teacher Candidates Teach Research Design to Teacher Candidates Other ideas? Other ideas? Conclusions Book/manipulative lesson may be most effective for teacher candidates Book/manipulative lesson may be most effective for teacher candidates Need to research this more Need to research this more Trend to have teachers make more data driven decisions Trend to have teachers make more data driven decisions UM/

Assessment Strategies for Inquiry Units Delwyn L. Harnisch University of Nebraska, Lincoln Teacher’s College National Center for Information Technology.

--both implementation and outcome– uses a range of methods --qualitative and quantitative--to gather and analyze data. evaluation explicitly uses a range of criteria upon which to judge program success, e.g., student interest and motivation, parent satisfaction, teacher enthusiasm, standards of the profession,and student learning as measured in multiple ways. Handbook for Mixed Method Evaluations Types of Evaluations: Planning Assesses understanding of project/

Specially designed instruction

. Step 2: Make Data Collection Decisions Effectiveness of services and instructional method is best determined when /Data Collection Tools/Schedules The data collection schedule depends on how service is delivered: Times for data collection should be worked into daily and weekly plans for instruction. Data collection does not necessarily have to be separate from instructional time. Regular education teachers and other service providers play a key role in data collection and input. Times for data collection/

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