Monitoring Student Progress in Life Skills

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Monitoring Student Progress in Life Skills

• Special Education Paraeducator
• Weekend Seminar
• April1 -2, 2005

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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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District, IU, Preschool Agency Policy

• Your local district, IU or preschool agencys
  policies regarding paraeducator job descriptions,
  duties, and responsibilities provide the final
  word!

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Agenda

• Introduction
• What are Life Skills?
• Seven Step Progress Monitoring Process
• Collecting and Representing Data
• Final Steps in Progress Monitoring
• Wrap Up

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Learner Outcomes

• Participants Will
• Review the essential elements of progress
  monitoring.
• Discuss the recording of life skills data.
• Define and use a variety of instruments for
  recording life skills data.

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What are Life Skills?

• Life Skills are those activities which most of us
  do as part of daily living.
• They include such things as
• dressing
• eating
• hygiene
• safety
• budgeting
• grocery shopping and many others

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Progress Monitoring A Seven-Step Approach
1. Measurable Annual Goals Objectives
2. Data Collection Decisions
3. Data Collection Tools Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
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Paraeducators Role in Progress Monitoring

• Review students measurable annual goals
• Collect data as determined by IEP team to monitor
  progress on IEP goals
• Note additional information relevant to IEP team

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Step 1. Measurable Annual Goals

• Measurable estimates of expected student outcomes
  in an academic year based on the students
  present levels of performance
  and anticipated rate
  of learning.
• Annual goals must be
• Functional
• Measurable

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Criteria for Writing Measurable Annual Goals

• Condition
• Students Name
• Clearly Defined Behavior
• Performance Criteria

Adapted from Strategies for Writing Better Goals
and Short Term Objectives or Benchmarks by
Benjamin Lignugaris/Kraft Nancy Marchand-Martella
and Ronald Martella Sept/Oct 2001 Teaching
Exceptional Children
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Measurable Annual Goal Practice Does this
goal measure up?

• Bill will be able to prepare his lunch.

Condition Student Name Clearly Defined
Behavior Performance Criteria
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Measurable Annual Goal Practice Does this goal
measure up?

• Given the Edmark Functional Word Series list of
  restaurant words and signs in the community,
  Nick will be able to orally read 100 of the
  words in isolation (in the classroom) and in
  context (in the community) in 4 out of 5 trials
  over 3 consecutive weeks.
• Condition
• Student Name
• Clearly Defined Behavior
• Performance Criteria

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ACTIVITY
Read these goals...do they measure up?

• Dylan will use picture-symbols to make choices
  about his lunch selection, his free-choice
  activities in class and about what games to play
  at recess daily with peer assistance with 95
  accuracy within one school year.
• Given gestural prompt, Jeanette will move around
  her homeroom, go to and from art, music, physical
  education, lunch, and recess in her wheelchair
  daily without assistance from an adult within one
  school year.

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If you dont know where youre going, you
might end up somewhere else! Yogi Berra
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Progress Monitoring A Seven-Step Approach
1. Measurable Annual Goals Objectives
2. Data Collection Decisions
3. Data Collection Tools Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
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Data Collection Tools Schedules and
Representing the Data
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What Types of Data Can Be Collected
In Life Skill Settings?

• Permanent Products
• Frequency/Event
• Rate Recording
• Interval Recording
• Duration
• Task Analysis Data Collection

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Permanent Products

• For behaviors that have concrete results
• Toileting accidents
• Number of dishes washed
• Number of sandwiches made
• Number of tulips planted

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Permanent Products

• Sams Goal Given a verbal prompt, Sam will
  plant 30 marigolds in a 30 minute period,
  planting and watering so that they remain in peat
  pots when pots are tuned over, on three
  consecutive probes.

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Frequency/Event

• For behaviors that are fleeting and must be
  measured as they occur
• Examples outbursts, striking other students or
  objects
• Number of behaviors that occur within specified
  period of time

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Frequency/Event

• Sues GoalWhen asked for the time, Sue will
  refer to the wall clock and respond correctly,
  seven times per day for two consecutive weeks.

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(No Transcript)
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Rate

• Frequency of behavior in relation to time
• Number of behaviors divided by unit of time
  ( per minute)
• Useful if observation time varies
• Reflects both accuracy and speed (fluency)
• Formula for Rate

Number of Events of Target Behavior Number of
Minutes
Rate
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Calculation of Rate
Number Planted per minute
25 (Number of Marigolds Planted) 10 (Number of
Minutes)

? per minute
Number Planted Correctly
30 completed correctly 30 minutes

? Correct per minute
Number Planted Incorrectly


10 completed incorrectly 30 minutes
? Errors per minute
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Sams Rate of Planting per 10 minute period

• Date
• 3/3 6
• 3/4 8
• 3/8 8
• 3/1010
• 3/1414
• 3/15 7
• 3/1612
• 3/1816
• 3/21 20
• 3/24 25

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Interval Recording

• Divide observation session into short equal
  intervals
• Record occurrence of behavior in each interval
• Whole interval
• Partial interval
• Choose interval length carefully. The more
  frequent the behavior, the smaller the
  observation interval should be

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Activity Interval Recording  
Asking questions of participants  
observed - not observed
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Duration

• Focus is on amount of time individual engaged in
  specific behavior
• Total amount of time in which targeted behavior
  occurs

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Data Collection Sheet...Duration
Student Lorenzo Date 3/22/04 Behavior On -
Task Observer Matthew Setting Home Ec
Room Time Observed 1000-1200
Wolery, M., Bailey, D.B, Sugai, G.
(1988).Effective Teaching Principles and
Procedures of Applied Behavior Analysis with
Exceptional Children.
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(No Transcript)
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Task Analysis Data Collection

• Listing of skills in sequence
• Most frequently used for complex routines or
  activities
• Data is collected on which of the skills the
  student can perform

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(No Transcript)
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Graphs
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Line Graph
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Step 4. Representing the Data

• Graph
• Provides starting point (baseline data)
• Shows progress over time (aim vs. trend)
• Shows intervention changes
• Data is shown as a single point

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Steps in Graphing Data

• Establish baseline
• Create a Data Chart
• Set up Graph

Goal
Aimline
Baseline
Vertical Axis
Horizontal Axis
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Steps in Graphing Data

• Set Goal/Create Aimline
• Draw intervention/Phase line, label
• Record points based on measurements recorded on
  data chart

Goal
Aimline
Baseline
Vertical Axis
Horizontal Axis
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Permanent Products

• Sams Goal Given a verbal prompt, Sam will
  plant 30 marigolds in a 30 minute period,
  planting and watering so that they remain in peat
  pots when pots are tuned over, on three
  consecutive probes.

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Sues Goal When asked for the time, Sue will
refer to the wall clock and respond correctly
seven times per day for two consecutive weeks.
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Graphing Activity

• Goal Given a verbal cue, Tommy will put his coat
  on independently, 4 out of 5 times requested by
  the end of the school year.
• Mark dates through June 15... X axis
• Continue dropping data points, connect points
• Add aimline

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Progress Monitoring A Seven-Step Approach
1. Measurable Annual Goals Objectives
2. Data Collection Decisions
3. Data Collection Tools Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
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Step 5. Evaluating the Data

• Why evaluate the data?
• To determine if the child is making progress
  towards the goals and objectives
• To make decisions about instruction

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Step 5. Evaluating the Data

• Who should evaluate the data?
• Teacher

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5. Evaluating the Data

• Making Instructional Decisions

How do I know when the data indicate that it is
time to change instruction?
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Progress Monitoring A Seven-Step Approach
1. Measurable Annual Goals Objectives
2. Data Collection Decisions
3. Data Collection Tools Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
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Instructional Adjustments...Tommy

• Draw a vertical line from the date line to top of
  graph
• Label the instructional adjustment
• Continue to collect data, evaluate data and make
  instructional adjustments

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Step 6. Making Instructional Adjustments
Levels of Instructional Adjustments
Make simple changes first, before moving to more
complex changes

• Simple interventions
• Moderate interventions
• Intensive interventions

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Progress Monitoring A Seven-Step Approach
1. Measurable Annual Goals Objectives
2. Data Collection Decisions
3. Data Collection Tools Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
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Step 7 Communicating Progress

• Strive to actively involve all team members
  particularly the family.
• Determine in advance (whenever possible) the
  method, schedule and frequency for communicating
  progress.
• Consult with families as to how they would prefer
  to be kept informed of progress.

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Learner Outcomes

• Participants will
• Review the essential elements of progress
  monitoring.
• Discuss the recording of life skills data.
• Define and use a variety of instruments for
  recording life skills data.

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Web Resources

• www.pattan.k12.pa.us
• www.interventioncentral.org
• www.pde.state.pa.us
• Print Resources
• Gerlach,K. (2003) Lets Team Up a Ckecklist for
  Paraeducators, teachers, Principals. NEA
  Checklist Series.
• Pickett, A.L., Faison,K. Formanek,J. (1993) A
  core curriculum training program to prepare
  paraeducators to work in inclusive classrooms
  serving school age students with disabilities.
  New York City University of New York

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Evaluation Form