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Data Collection for Elementary Resource Teachers

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by

Leilani Weber

on 6 June 2013

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Transcript of Data Collection for Elementary Resource Teachers

Data Collection for Elementary
Resource Teachers Do you ever feel like this? Like you just can't get it right? Collecting Data is HARD! Presented by
Melanie Ceynar and
Leilani Weber
Assist ARD committees and campuses in meeting the requirements of IDEIA.
Determine a student's present levels (PLAAFP)
Determine critical skills to be addressed in IEP objectives
Determine and monitor effectiveness of accommodations
Monitor and determine effectiveness of intervention
Provide parents with documentation of progress towards mastery of annual IEP goals and objectives
Assist ARD committees in making sound data-based decisions Why do we need to
collect data? Not enough time
resistance from teachers
poorly written IEPs
lack of understanding about data collection methods
Anything else? What are the barriers to
collecting adequate
and useful data? What kind of data do special education teachers need to collect? District Expectations for Data
Collection District Expectations
Data should be collected on ARDed accommodations as they are used
A minimum of 2 data points (NOT Grades) should be taken each week for academic objectives
Behavioral objectives should be measured daily across all settings (or as the ARD determines)
Case Managers should retain all data for two years and store in yellow folder Team Member
Responsibilities Case Manager Responsibilities for Data Collection
Create user-friendly data collection tool
Train team members to use data collection tool
Review and analyze data on an on-going basis
Monitor effectiveness of instruction/intervention
Complete IEP progress report every nine weeks General Education Teacher Responsibilities
Participate in data collection training led by the campus and/or case manager
Collect data using tool provided by the Special Education Case Manager
Collaborate with Special Education Teachers to review and analyze data
Return data collection form to case manager in a timely manner. Paraprofessional Responsibilities
Participate in data collection training led by case manager
Collect data under the direction of case manager and/or general education teacher
Return all necessary documentation to case manager or general education teacher. Data Collection Do's and Don'ts Don't
be vague when collecting data.
use grades as data.
forget to write a date for each data point.
wait until the end of the 9 weeks to review and analyze data.
wait until the end of the 9 weeks to take 18 data points.
expect a paraprofessional or a general education teacher to know what the data collection expectations are. Draft data collection tool as you are writing your objective
Report progress with the same criteria that is found in the objective
Measure objective in the same way every time
Read objective carefully to include all necessary components in data collection tool
Teach general ed teacher and paraprofessionals how to collect data in a natural way in the classroom
Make sure to include dates and assignment/activity when collecting data
Be honest in data collection
Have samples of work to support data When C is presented with a
non-preferred activity, she will
remain on task with 5 or fewer verbal, visual or physical prompts until completion of the activity 60% of the time. When given a word problem, C will use vocabulary and key words to determine the correct operation to complete 3 out of 5 problems in
70% of charted opportunities. When reading instructional level
materials aloud or independently, C
will identify the problem and solution
of the story in 7 out of 10 opportunities. Behavior objective may need to have
its own tool! Goals and Objectives Accommodations In-Class Support (level of support)
Full transcript