Good Morning! Please note · 2020. 5. 11. · Good Morning! Please note ... - Interobserver...

Good Morning!

Please note –

When you enter the meeting,

your mics will automatically be muted.

Thank you very much.

Introductions:

Team Members

Roberta Lucas – Federal Programs Coordinator

[email protected]

Leora Byras – Special Education Consultant

[email protected]

Anne-Marie Adamson – Special Education Consultant

[email protected]

Colette Soldati-Sullivan – Special Education Consultant

[email protected]

mailto:[email protected]




Please feel free to unmute yourself and ask

questions as they come up

or

drop any questions in the Chat Box

and we will answer them.

Maine DOE is offering Contact Hours for each

Special Services Zoom meeting you view.

Please follow these steps:

1. Email Leora Byras at [email protected] at the completion

of the Data Series with the codes for each Zoom meeting you

viewed. You may have up to 30 codes.

2. You may watch both Zoom meetings daily: 10:00 and/or 1:00

3. Allow at least 5 business days to receive your certificate of

participation.

Code for Contact Hours

- Code will be shared in Chat Box


Maine Teachers Are…

Office of Special Services

Data Collection: Part 1

Where to Beginand

Frequency/Event and Rate Recording

Zoom Meeting Date:

Monday 5/11/2020


Where to Begin and


Monday 5/11/2020

Data Collection: Part 1 Extended


Exemplars and Practice

Tuesday 5/12/2020


Duration Recording

Wednesday 5/13/2020


Duration Recording


Thursday 5/14/2020

Friday 5/15/2020

Transition and Data Collection:

Assessments and Resources

MONDAY 5/18/2020 – NO ZOOM MEETINGS


Interval Recording

Tuesday 5/19/2020


Interval Recording


Wednesday 5/20/2020


Latency Recording

Thursday 5/21/2020


Latency Recording


Friday 5/22/2020

MONDAY 5/25/2020 IS A HOLIDAY – NO ZOOM MEETING


Time Sampling Recording

Tuesday 5/26/2020


Time Sampling Recording


Wednesday 5/27/2020


Permanent Product

Thursday 5/28/2020


Permanent Product


Friday 5/29/2020

First Week of June is Extended Learning Opportunities for the Following Data Collection Methods:- ABC Analysis- Scatterplot

Based on communication and

guidance from the US Department of

Education, and supported by our State

Special Education Director, Erin Frazier,

MDOE wants to ensure that data

collection continues to happen during

this time of the COVID-19 pandemic, and

beyond.

Connect back to 4 Priorities

for Special Education

Council of Administrators of

Special Education – CASE

https://docs.google.com/presentation/d/16YeIFmVuXH1ulrzD75ZGFBIiLWV

xkU7Pb_3G6u1MtdQ/edit#slide=id.g81987b82be_0_53

https://docs.google.com/presentation/d/16YeIFmVuXH1ulrzD75ZGFBIiLWVxkU7Pb_3G6u1MtdQ/edit

We want to do it all.

But…

Where should the focus be?

What will make the most impact?

How can I document it?

Data collection during COVID-19 includes many

variables outside our control.

So…

Maintain Equal AccessAnd

How can we use Data to paint the story of

what’s happening right now?

Data – using information, experience and

knowledge to make decisions

What does data mean to you?

What do you want to learn about data?

How do you use data?

How do you know what kind of data to collect and

analyze?

Why are you taking data?

What info does it give you that you don’t already know?

How will you use that data to inform programming?

Common forms of data: shoe size, recipe, nutritional

information, miles per hour, weights etc.

• used to track academic and/or behavior performance

• determines the effectiveness of programming

• needs to be systematic and intentional

• MUST include information gathering and decision making

• MUST be considered when making programming decisions

http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf

Data Collection


Things to Do –

✓Select the Academic Skill and/or Behavior

✓Define the Skill or Target Behavior(s)

✓Choose a data collection system

✓Determine when to collect data

✓ Implement the data collection system

✓Summarize and graph data

✓Utilize data to make decisions about program

effectiveness



Select the Skill and/or Behavior

- Define the skill and/or behavior in descriptive words so

that anyone can clearly identify the target.

- If looking to reduce a behavior, identify and teach the

replacement behavior.

Example:

Don’t tell a student, “Hands Down.”

Teach them what you DO want them to do.

Instead of defining what a person should not do, identify

and teach what they should be doing.



Define the Target Behavior(s)

The definition identifies the target in ways that:

- Easily observed

- Countable

- Have a clear beginning

- Have a clear ending

- Pinpoint when and under what conditions the

behavior occurs



Choose a Data Collection System

We use a variety of data collection techniques.

Your Data Collection System is

dependent on what you are intending to

measure.

Determine When to Collect Data

Determine the when based on the following:

- Target Behaviors

- Frequency

- Available Resources

For Example –

A teacher interested in collecting data on Math performance may

collect information during and after a math session, while behaviors

might be better assessed during less structured times, like recess or

lunch.



Implement the Data Collection System

- Once the data schedule has been established,

stick to it.

- Consistent data collection tells the best story.

- Data can be analyzed effectively and program

changes can be made once if data is consistent.

- Interobserver reliability is good practice.

• Have 2 observers…

• Record the SAME behavior…

• Of the SAME student…

• At the SAME time!



Summarize and Graph Data

- Raw data, like tallies, are hard to interpret.

- All info gathered through data must be easily

readable.

- Graphing provides an easy, systematic way of

showing the information about the skill or target

behavior.

- Raw data must be converted to a usable form,

such as percentages, number correct or rate.



Summarize and Graph Data



Utilize Data to Make Decisions About

Program Effectiveness

- Data should be a continuous, ongoing process.

- Data helps determine trends.

- Data highlights increases or decreases in

performance.

- Look for trends of 3 or more data points in the

same direction.

- Data trends should be used to assist in program

effectiveness or determining the need for

change.



Chat Box Check In

Data Collection Methods

• Frequency, Event & Rate Recording

• Duration Recording

• Interval Recording

• Latency Recording

• Time Sampling Recording

• Permanent Product

• Opportunities for Extended Learning

– ABC Analysis

– Scatterplot

Frequency, Event and Rate Recording

Rate, or Frequency Recording – defined as the number of

responses per unit of time

Event Recording – encompasses a wide variety of

procedures for detecting and recording the number of

times a behavior of interest occurs

Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd Edition,

Columbus: Pearson, 2007.


Best Used When:

- The behavior has a clear beginning and end so that you can

easily tell when the behavior starts and when it stops.

- Behaviors occur with enough in between to distinguish

between the end of one response and the onset of another.

- The behavior can be easily counted.

- The intent is to decrease or increase a behavior.

Do Not Use When:

- The behavior happens at such high rates that it is hard to

document, such as pencil tapping.

- The behavior occurs for extended periods of time, such as a

tantrum.

http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/

Event_recordingexamplerevised.pdf

http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/Event_recording_examplerevised.pdf


Examples:

• Task initiation

• Correct and/or Incorrect academic responses

• Tardiness

• Leaving seat during class

• Interrupting

• Requesting help

• Praising comments

• Littering

http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/Event_recording

_examplerevised.pdf



Procedures –

Every time you are observing the behavior:

• Write down the date

• Make a notation every time you see the behavior

• At the end of your observation period, total the number

of notations for that day




https://image.slidesharecdn.com/zaleskiparaprodatacollection-160414135848/95/

introduction-to-data-collection-8-638.jpg?cb=1460642369

https://image.slidesharecdn.com/zaleskiparaprodatacollection-160414135848/95/introduction-to-data-collection-8-638.jpg?cb=1460642369

https://image.slidesharecdn.com/zaleskiparaprodatacollection-160414135848/95/introduction-to-data-collection-8-638.jpg?cb=1460642369

Student Name: XXXXX

Target Behavior: Correct Responses in Math Class

Date TimeNumber of

OccurrencesTotal Count

5/8/2020Math Period

10:00-10:302

5/9/2020Math Period

10:00-10:304

5/10/2020Math Period

10:00-10:303

5/11/2020Math Period

10:00-10:301


Summarizing the Data –

• Frequency: At the end of the observation period, total

number of occurrences.

Example – Anna left her seat 5 times during 7th

period

• Rate: Count the number of times the behavior occurred

in the time observed. Divide the count by the length of

time the behavior was observed.

– Example – Anna kicked a peer 30 times in a 10

minute observation, the rate would be 3 kicks per

minute (30 kicks divided by 10= 3 kicks per minute).

https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/361/positive%20behavior/Data/Data%20Collection%20Methods.pdf



Special Considerations –

• A frequency measure should be used only when

the length of observation time is consistent from

day to day (e.g., always 2 hours).

• A rate measure should be used if the length of

observation time varies from day to day (e.g., 60

minutes on Monday, 300 minutes on Tuesday).



For Tuesday, consider


as one form of Data Collection.

What goals, either academic or functional,

might you track with this system?

Where do I go for Current Updates?

Federal government documents:

OCR Fact Sheet (03/16/2020)

http://bit.ly/COVIDOCRFacts

FERPA Guidance (03/12/2020)

http://bit.ly/FERPA-COVID19

OSEP Guidance (03/21/2020)

Supplemental Fact Sheet

http://bit.ly/COVIDOCRFacts

http://bit.ly/FERPA-COVID19

https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/rr/policyguidance/Supple%20Fact%20Sheet%203.21.20%20FINAL.pdf

Disclaimer:

The links and websites shared in this

PowerPoint are for information and reference

only and are not endorsed in any way by the

Maine Department of Education.

Ongoing Resource List:

Data Collection


Data Collection Methods


Practical Training Solutions

https://practicaltrainingsolutions.net/2017/05/30/selecting-and-defining-the-target-behavior/

University of Kansas

http://www.specialconnections.ku.edu/?q=assessment/data_based_decision_making/teacher_tools/event_recording

Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd EditionColumbus: Pearson, 2007.



https://practicaltrainingsolutions.net/2017/05/30/selecting-and-defining-the-target-behavior/

http://www.specialconnections.ku.edu/?q=assessment/data_based_decision_making/teacher_tools/event_recording

Team Members

Roberta Lucas – Federal Programs Coordinator

[email protected]

Leora Byras – Special Education Consultant

[email protected]

Anne-Marie Adamson – Special Education Consultant

[email protected]

Colette Soldati-Sullivan – Special Education Consultant

[email protected]





Who’s Who at MDOE• Pender Makin – Maine State Commissioner of Education

• Erin Frazier – State Director of Special Services B-20

• Ann Belanger – Deputy Director for Special Services

• Roberta Lucas – Federal Programs Coordinator

• Mary Adley – Coordinator of State Agency Programs and Special Projects

• Roy Fowler – State Director Child Development Services

• Barbara McGowen – Finance Coordinator

• Shawn Collier – Data and Research Coordinator

• David Emberley – Due Process Consultant

• Tracy Whitlock – Special Education Consultant/Special Projects

• Colette Sullivan – Special Education Consultant

• Leora Byras – Special Education Consultant

• Anne-Marie Adamson – Special Education Consultant

• Colene O’Neill – Secretary Specialist

• Julie Pelletier – Secretary Associate

Given the changes in safety,

follow protocol outlined below:

• Pre-Register once you receive email from Julie

Pelletier with Zoom link.

• You will have to register for each individual

Zoom meeting you choose to participate in.

• Please try to log on a few minutes early to allow

for entry into the meeting itself in a timely

manner.

• Access may be limited.

Thank you very much!

Maine DOE is offering Contact Hours for each

Special Services Zoom meeting you view.

Please follow these steps:

1. Email Leora Byras at [email protected] at the completion

of the Data Series with the codes for each Zoom meeting you

viewed. You may have up to 30 codes.

2. You may watch both Zoom meetings daily: 10:00 and/or 1:00

3. Allow at least 5 business days to receive your certificate of

participation.

Code for Contact Hours

- Code will be shared in Chat Box


Good Morning! Please note · 2020. 5. 11. · Good Morning! Please note ... - Interobserver...

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