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Structured Classroom Series:Data Collection

Why is Data important to me in the classroom?

Assessment Measurement Legal Accountability Collaboration Documentation Problem Solving Monitoring Provide Feedback

Diana Ferreira, Amy Rowe andAnn Cacciatore, OCPS

What is Data?

Factual and unbiased information

Information is used for both academic and behavioral programming

2 critical components to data collection Information gathering Decision making

Data-Based Decision Making

Define

Analyze

Implement

Evaluate

What is the problem?

Why is it occurring?What interventionam I going to do?

Is it working?

Academic&

Behavioral

• Problem Solving/RtI

• CPI COPING Model

• Data-based Decision Making Model

• Continuous Improvement Model

Define the Behavior

SUBJECTIVE (UN-MEASURABLE)

Logan throws a tantrum when he does not get his way.

Angelina will identify numbers.

OBJECTIVE (MEASURABLE)

Logan cries and kicks objects/people when he is denied access to the computer.

When given a verbal prompt “touch the number ___”, Angelina will expressively identify the requested number given an array of 3 choices.

Baseline Data

Is objective and non-judgmental

Helps to define the problem

Original data (before any intervention has taken place)

Is used to compare and evaluate the effectiveness of the intervention

Event Recording / Frequency

Record how many times a behavior occurs Green

Duration Used to document the amount of time a student spends in engaging in a behavior

Blue

A-B-C Antecedent – Behavior – ConsequenceDocuments what occurs before/after a behavior

Purple

Percent Correct Number of correct responses divided by the total number of opportunities to respond

Pink

Latency Documents how long it takes for a behavior begin after a demand or event occurs

Orange

Data CollectionSummary Tool

Diana Ferreira, Amy Rowe andAnn Cacciatore, OCPS

Tips for Collecting Data

Be consistent in the type of data collected

Ensure that all who are taking data have been trained and understand the data collection tool being used.

Does intervention/data collection plan pass the “Stranger Test”?

Tools and Tricks for collecting data

Electronic Data Collection

Meet Julie

Meet Ms.

G!

Got DATA?

Managing Data

What system(s) do you have in place for managing the sometimes overwhelming amount of student data that is collected?

Graphing the Data

Must occur to be able to analyze the data collected

Quick and easy visual summaries that allow for easy determination of patterns of behavior evaluate results on new teaching

strategies determine if interventions are/are not

having the desired effects

Line Graph

Bar Graph

Pie Chart

Scatter Plot

Ann’s Out of Seat Behavior

Data Decision Making

Review data points every 3 sessions

Ask yourself is the data… Improving? Staying the same (flattening)? Worsening?

Make a decision!

Chart Dog

References

Special Connections Kansas University

Diana Ferreira, Amy Rowe and Ann Cacciatore Members of OCPS Behavioral team