Show Me The DataRI Alternate Assessment

Fall Training 2009

What is Data?

Representation of facts, concepts, or instructions in a formalized manner

suitable for communication, interpretation, or processing by humans or by automatic

means.

Why Take Data?

• Collect objective information

• Make connections between cause and effect

• Make decisions about programming

• Understand how students learn

• Understand what students are learning

• Make informed decisions about our instruction

WID 1.5 Reading high-frequency words (e.g., names and sight words)

Justine will read the student names by sounding out the first letter of each name. She will be given a point prompt or a verbal prompt.

Justine did a great job. She needed help to read some of the words. She is making progress.

Sometimes, we hit the mark.

Sometimes, we almost hit the mark.

Let’s Review

Academic Skill Data

• Measures the level of accuracy of how the student performs the skill.

• Measures the level of assistance the student requires to perform the skill.

• One collection = a data point

Academic Data Collected for RIAA

3 data points for each of the 3 collection periods (one data point is documented with an SDF)

• Level of Accuracy

• Level of Independence

• Levels of Assistance– Up to three

Accuracy Data

Measures the number of times the student performs the skill correctly.– Was the child correct?– Is reported in percentages

# of times the skill is correct#of times the skill is attempted

WID 1.5 Reading high-frequency words (e.g., names and sight words)

Justine will read the student names by sounding out the first letter of each name. She will be given a point prompt or a verbal prompt .

Define the Data. How many opportunities will be given and what is an accurate response?

Data will be taken on 1 day. She will read the names of 10 children on the attendance list giving her 10 opportunities.

Accuracy: A correct response is reading the high frequency word (name) correctly with or without assistance.

WID 1.5 Reading high-frequency words (e.g., names and sight words)

Name Accuracy

1. Betty Correct

2. Tom Correct

3. Justine Correct

4. Kim Incorrect

5. Shannon Incorrect

6. Sam Correct

7. Melissa Incorrect

8. Megan Incorrect

9. Bob Correct

10. Bill Correct

Total of 10 opportunities

Accuracy Data:

Accuracy: 6/10 = 60%

Level of Independence

• Reports data on student’s Level of Independence– Measures the number of times the student

performs the skill in the Standards-based activity without assistance

– Was the child independent?– Is reported in percentages

# of times the skill is completed independently#of times the skill is attempted

Levels of Assistance• Reports data on the prompting the child

needed to complete the skill.– Arranged as a prompt hierarchy.– Ranked “least to most” assistance.– How did the child demonstrate the skill?– Is reported in percentages.

# of times the skill is completed with specified prompt

# of times the skill is attempted

Levels of Assistance• Are prompt hierarchies/instructional prompts

• Are used to help a student’s movement toward independence

• Facilitate a student’s completion of a task

• Are individualized for each child

• Fade and/or modify as student’s progress toward independence

• Task Specific

Levels of Assistance

If more than one prompt was used to facilitate the student’s

participation with an item, record the prompt that is

considered to be the most assistance.

Connection between Levels of Independence and Assistance

Total number of opportunities = 5

1 out of 5 opportunities independent 1/5 = 20% 0 out of 5 with verbal prompts 0/5 = 0% 2 out of 5 with physical prompts 2/5 = 40% 2 out of 5 with hand over hand prompts 2/5 = 40% 5/5 =100%

Percentages must add up to 100%.

Data Collection

Accuracy Data

• Correct vs incorrect

• Based on the # of opportunities the student demonstrates the skill

Independence Data

• How the student performed the skill

• Based on the # of opportunities the student demonstrates the skill

Direct Connection between both sets of

data

WID 1.5 Reading high-frequency words (e.g., names and sight words)

Justine will read the student names by sounding out the first letter of each name. She will be given a point prompt or a verbal prompt.

Define the Data. How many opportunities will be given and what is an accurate response?

Data will be taken on 1 day. She will read the names of 10 children on the attendance list giving her 10 opportunities.

Accuracy: A correct response is reading the high frequency word (name) correctly.

Independence: An independent response is reading a name independently.

Levels of Assistance:• Point prompt

• Verbal prompt

WID 1.5 Reading high-frequency words (e.g., names and sight words)

Name Accuracy Level of Assistance

1. Betty Correct Independent

2. Tom Correct Point prompt

3. Justine Correct Point prompt

4. Kim Incorrect Verbal prompt

5. Shannon Incorrect Verbal prompt

6. Sam Correct Verbal prompt

7. Melissa Incorrect Verbal prompt

8. Megan Incorrect Verbal prompt

9. Bob Correct Independent

10. Bill Correct Independent

Total of 10 opportunities

Accuracy Data:

Accuracy: 6/10 = 60%

Independence Data:

Independence: 3/10 = 30%

Levels of Assistance:

Point prompt: 2/10 = 20%

Verbal prompt: 5/10 = 50%

Let’s Review Some Examples!