Early Release Day Activities

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Early Release Day Activities

• Special Education
• Services
• February 27, 2009

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Special Education Website

• http//teacherweb.stcharles.k12.mo.us/sped/

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Good news about technology!

• There will be funding for some technology.
• Craig Schneider wants to meet with us to get
  feedback for the plan.

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Super Performance!

• Kathy Halbrook
• Chuck Stancil
• Suzanne Engel

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Reflective Questions

• Are all schools held to the same standards,
  procedures and policies for special education?
• Who is accountable for satisfactory outcomes for
  students placed in special education programs?
• How should we measure the effectiveness of
  special education programs?
• Who is responsible for improvement?

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What does our data tell us?
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Communication Arts
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Mathematics
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Outside Placements
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Why do we need to look at data?

• Data guides and supports classroom instruction.
• It provides feedback reinforcement to students.
• It summarizes reports student progress.
• It allows more efficient communication with
  families other professionals about students
  progress.
• It sets higher expectations for students.
• It shows us where our resources are going.

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Its a Paradigm Shift

• To using data to implement interventions designed
  to maximize student outcomes
• Academic
• Behavioral

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Its a Paradigm Shift

• From. . . deficit orientation categorical
  thinking.
• To. . . needs-based decision making service
  provision.

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Its a Paradigm Shift

• From. . .emphasis on placement of students
  compliance activities
• To. . .improved student outcomes in response to
  quality interventions
• data directed
• research based

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Using a data-based approach will

• Assist in clarifying problems generating
  viable solutions for students teachers
• Generate logical solutions for behavioral
  academic problems
• Objectively monitor progress

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Data-Based Problem Solving

• Problems are precisely defined in specific,
  observable measurable terms.
• Direct measures of behavior/achievement are
  used.
• Research-based interventions are implemented.

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Data-Based Problem Solving

• Data are collected prior to, throughout, the
  intervention process.
• Changes are made based on collected data.
• Decision-making is based on evaluation of
  intervention outcomes comparison with
  initial performance levels goal
  attainment.

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How can teachers use data-based decision making?

• To investigate
• lesson plan effectiveness
• student engagement in social interactions since
  implementing a peer-mentoring plan
• increase in desired behaviors when students
  receive reinforcement
• classroom management strategies relationship to
  decreases in student misbehavior
• times of day or activities when students are more
  likely to be on-task
• increases in exam scores when students
  review activity the day before

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Teacher reflections

• Am I providing reinforcement to students on a
  ratio of 4 positives for each request or
  correction?
• Which lessons did the students find more
  interesting?
• Am I using pre-correction on a regular basis in
  math class?
• How often do I let the students know
  in advance that we will be changing
  activities?

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How do you decide when to collect data?

• When you are concerned about some event or when
  you want to evaluate a new strategy or
  intervention.

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Be descriptive!

• Define the behavior of interest. Create a clear
  definition, especially when asking someone else
  to assist in collecting data. Well defined
  behavior includes
• Brief description of the behavior
• Information about what the behavior looks like,
  possibly what it does not look like (so no one
  gets confused with similar behaviors)
• Details about the frequency, length or
  duration of the behavior, and/or
• Information about the its intensity.

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Guidelines

• Describe behavior precisely before you begin
  recording. Discuss examples of behavior to make
  sure everyone has the same understanding of the
  behavior.
• Prepare the recording technique ahead of time.
  Make sure you are familiar with the form
  recording method.
• Carefully observe time limits time intervals
  used in recording.
• Prepare so that you need to make very few
  judgments while recording. If you can't tell
  whether a behavior fits the criteria
  you need to further refine the
  criteria so it matches the intent is measurable.

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Choosing a measurement strategy

• Make the process as painless as possible
• Make it relevant to objectives outcomes

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Frequency

• Records the number of times a specific behavior
  occurs within a specific time period.
• useful for recording behaviors which have a clear
  beginning ending
• are of relatively short duration
• tend to occur often during a specified time
  period
• To use a frequency count, the following are
  required
• specific time period
• specific behavior
• method for tallying number of occurrences.

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Rate

• Ratio of the number of times a behavior occurs
  within a specific time period the length of the
  time period. Computed by dividing the number of
  events by the number minutes, hours, or days that
  the observation occurred. The number of times a
  student leaves their seat during class may be
  reported as a rate if the length of the class or
  the length of the observation period is known.
• Rate frequency/time

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Duration

• Recording duration of behavior is done by
  recording the starting ending time of a
  behavior then computing the length of time the
  behavior occurs.
• Used to observe behavior which occur less
  frequently continues for a period of time.
• Every time the student demonstrates the behavior,
  record the beginning ending times, then
  calculate the duration of the
  episode.

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Sample Duration Recoding form
Behaviors to record using duration may be How
long it takes to finish an assignment. How long a
student spends continuously tapping a pencil or
drumming on a desk. How long a child cries.
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Interval Recording

• Technique that measures whether or not a behavior
  occurs within a specific time interval.
• Total observation time is divided into smaller
  intervals, the observer records whether or not
  the behavior occurs within that interval.
• Estimates both the frequency duration
  of behavior.

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Interval Recording

• The observer marks only once whether the behavior
  occurred at anytime within that interval.
  Interval recording requires the observer's
  undivided attention, since the observation is
  continuous for a set period of time.
• Interval recording works for any behaviors that
  can be observed, but there is a time demand upon
  the observer which may make it appropriate or
  undesirable to use.

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Time Sampling

• similar to interval recording in that the
  observation time is divided into intervals
• behavior is recorded only if it occurs at the end
  of the time period. When the specified amount of
  time has expired, the observer determines whether
  or not the behavior is occurring.
• used for behaviors which are longer
  in duration.

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Time Sampling

• Since with time sampling is done intermittently,
  the observer is able to observe behavior without
  setting time aside to observe continually. Its a
  practical way of getting an estimation of the
  overall occurrence of a behavior.
• Examples of behaviors that time sampling can be
  used with include reading, nail biting,
  participation in an activity, or working on
  assignments.
• Time sampling should not be used with behaviors
  of short duration--hitting, kicking or spitting.
  If behavior is of short duration, then it may not
  be observed at the specified intervals.
• Use a timer or tape record with beeps to
  determine recording time. Vary by using
  tapes with beeps to record observations
  randomly during the observation period. The
  observer the student wont
  know when the recording will occur.

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Anecdotal Records

• May be used to document
• a significant event which occurs unexpectedly or
  infrequently
• settings or conditions in which a behavior
  occurred
• antecedents (what happens before) consequences
  (what happens after) of a problem behavior
• conversations with parents.

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Antecedent Behavior Consequence

• An ABC Chart is a direct observation tool used to
  collect information about events that are
  occurring within a student's environment.
• "A" refers to the antecedent, or the event or
  activity that immediately precedes a problem
  behavior.
• "B" refers to observed behavior, "C" refers to
  the consequence, or the event that immediately
  follows a response.
• ABC Data Tutorial

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Guidelines for Anecdotal Records

• Record observation when behavior is observed
  rather than later.
• Record what is actually observed rather than your
  feelings about the incident.
• Use performance terms to describe behavior.
• Be careful about including information about
  other students (by name) in the record.
• Remember that parents other
  professionals will read it.

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Anecdotal records should include

• Name of the observer
• Date of the incident
• Time when the incident occurred
• Name of the student
• Description of the incident
• Setting where the incident occurred
• Notes, recommendations or actions taken

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Graph the data to share with team

• Chart Dog 2.0
• Graphing Solutions for Progress Monitoring
• Use real data to teach students charts graphs

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Problem Solving Model
School team member perceives a need collects
baseline data.

• Can we state problem?
• Review baseline data
• Antecedents
• Consequences

School holds a staffing.
How will the school team meet the students needs?
Yes. Continue Implementing Collecting
Data. Celebrate Success!
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Problem Solving
How can the team provide the necessary supports
for the student? Develop a plan

• Ask for help
• Another professional to observe
• For additional training
• Technical assistance

• Differentiate instruction
• Reschedule adults
• Implement technology
• Revise Behavior Plan
• Revise IEP

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Implement Plan

• What were the results of these attempts?
• Appropriate supports are provided.

Hooray! Process Ends!

• Unsuccessful. Team moves forward with more
  intensive interventions.

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Expected Outcomes

• Clearly articulate expected outcomes of
  interventions
• What is outlined in IEP or Behavior Intervention
  Plan?
• Task analyze each skill of concern.
• Delineate what can be taught to the student to
  increase appropriate behavior, independence or
  academic skills.
• Develop a timeline for teaching
  identified skills.

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Training Needs

• What training needs will the staff members have?

• Behavior Classroom Management
• Using Assistive Technology
• Developing Instructional Skills
• Fostering Student Independence

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Training Needs
What training needs do staff members have?

• Communication
• Time Management
• Planning Scheduling
• Technology

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Training Needs
Will classmates have training needs?

• Circle of friends
• Disability awareness
• Strategies to ignore inappropriate behaviors.
  

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Paraeducator Role

• Para should

• Assist with collecting data.
• Begin the fading process.
• Help student access natural supports.
• Peer buddies
• Self advocacy

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Evaluating Effectiveness

• Data should be collected regarding the students
• Progress toward IEP goals benchmarks.
• Increased prosocial behaviors.
• Increased level of independence.
• Academic skill mastery.

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Fading

• How are we going to fade the supports?
• Develop a timeline for fading.
• Based on task analysis.
• Increase opportunities for student to use new
  strategies.
• Data should indicate skill mastery.
• Relate this timeline to the teaching
  timeline.