Data Collection Refined

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Data CollectionRefined

• Presented to Interns of the APS/UNM Partnership
  Program January 2008
• By
• K. Dubois, K. Osborn, K. Peters,
• D. Rose, M. Ruckman

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• 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

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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.

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Types of Assessment

• District and state mandated (including
  standards-based assessments)
• Pre/post
• Classroom-based
• Assessment data specific to IEP goals

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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)

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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)

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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.

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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

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Assessment Data Collection on IEP Goals
Objectives

• Assessments that specifically targeted to the
  students 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

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Obstacles to Data Collection

• 1. Time management
• Organize and set up materials (use of
  clipboards) utilize EAs (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 Lets talk!!!

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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

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Benefits of Data Collection

• What teachers, parents and students have to gain!

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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

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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!

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Personal Commitment

• Professional best practice
• Ongoing professional growth ongoing change
  creative thinking going beyond
• Keep the students as your bottom line
• Self improvement

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Standard
Reflect Revise

• Lesson assessment
• IEP goals assessment

Modify

• Lesson Description
• should change everyday
• based on assessment, reflection and revision

• Embed IEP Goals
• Materials
• Modifications what parts relate to this lesson
  from modification sheet? how to make the lesson
  accessible to students.

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Make Goals Manageable
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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.

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Math

• First
• 1. Assess students 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.

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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.

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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).

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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.

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Math

• Data Sheet
• Goal vs Objective?
• Use an appropriate data sheet for each objective.
  

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THE END