Graphing and Charting Student Progress

1
Graphing and Charting Student Progress

• Kelli Jones, Ed.S.
• Gloria Griffin, Ed.S.
• Cobb County Psychological Services
• Resource NASP Publication Graphing Made Easy
  by
• James McDougal, Karrie Clark
  Jacklyn Wilson

2
Why Graph Data?

• Visually summarize information
• - displays data to others easily
• - establishes a common language, encouraging
  open discussion
• - student performance
• - projected performance
• - actual performance as it changes
• over time
• - can compare results to peers

3
Why Graph Data

• - can be easily included in reports, printed for
  meetings, emailed
• - sharing data during intervention phase can
  shape perceptions of effectiveness of the
  intervention and student progress
• - measure of professional
  accountability

4
Why Graph Data

• Allows the team to determine whether modification
  of an intervention is needed or when a new
  intervention design is indicated

5
Presenting Visual Data
6
FIDELITY

• Graphs are only as accurate as the information
  used to construct them

7
Collecting Data

• RTI Documentation

Area of Difficulty including curriculum areas or behavioral concerns       Area of Difficulty including curriculum areas or behavioral concerns Area of Difficulty including curriculum areas or behavioral concerns      
Evidence Based Intervention(s) Provided       Evidence Based Intervention(s) Provided Evidence Based Intervention(s) Provided      
Baseline Performance Data Date       Result       Baseline Performance Data Date       Baseline Performance Data Date       Result      
Results of Intervention Results of Intervention Results of Intervention Results of Intervention Results of Intervention
Data Point 1 Date       Result       Data Point 1 Date       Result       Result      
Data Point 2 Date       Result       Data Point 2 Date       Result       Result      
Data Point 3 Date       Result       Data Point 3 Date       Result       Result      
Data Point 4 Date       Result       Data Point 4 Date       Result       Result      
8
Collecting Behavioral Data

• Attention/Emotional
• - time off task-- or
• occurrences
• - work completion- can
• use Pinnacle data e.g.
• - absences
• - visits to clinic/counselor

9
Collecting Behavioral Data

• External Behaviors
• - how often actual
• - how long does it last
• i.e.minutes
• - intensity (rate 1-5)

10
Collecting Academic Data

• Reading
• Fluency words correct per minute
• Decoding- words read correct
• Comprehension questions correct

11
Collecting Academic Data

• Math
• Calculations - facts completed in minutes
• Concepts - can use test and quiz scores over
  time

12
Written Expression

• Writing samples
• Using story starter, allow three minutes. Score
  using a predetermined rubric
• e.g. Correct words per minutes, sentences
  written, punctuation errors
• OR
• e.g. Scale 1. significantly below , 2.
  somewhat below, 3. at level, 4. above peers

13
EXCEL DATA PREVIEW
Date correct errors goal
BL 9/1 25 4  
8-Sep 24 3 30
15-Sep 26 3 35
22-Sep 28 3 40
29-Sep 31 4 45
14
Presenting Visual Data
15
RESOURCES

• http//www.oswego.edu/mcdougal/web_site_4_11_2005
  /index.html
• Can download all templates for use