2003 Special Education Service Agency (907) 562-7372 Special Education Service Agency 2003Sp Data Assessment Lori Roth, Education Specialist Special Education

Special Education Service Agency 2003

Sp2003 Special Education Service Agency (907) 562-7372

Data Assessment

Lori Roth, Education Specialist

Special Education Service Agency

February 18, 2003

A+



Agenda

Introduction

Who, What, W

hy & Where?

Roles and Responsibilities?

Methods and Uses?

Questions?



Who, What, Why and Where?



What is Data Assessment?

• Data assessment is an objective and accurate measurement of student progress or lack of progress of a task, activity, or behavior.

• You must have a starting point (baseline) and ending point (criteria).



Why Collect Data?

Required by IDEA ‘97 to:

• Monitor and provide parents with documentation of progress towards mastery for annual IEP goals and objectives.

• Provide documentation for special education student participation in state-wide and alternate assessments.



Why . . .Accurate data collection allows the teacher to:

• Determine a student’s present levels (PLEP)

• Determine adaptations or interventions• Determine student progress or lack of

progress• Determine program modifications and

supports• Determine patterns of behavior



Legal Documentation

Cover Your………

Program



Where is data collected?

Everywhere!



Educational Team Member’s Responsibility?



Teacher Responsibilities

• Identify and define skill/behavior

• Establish BASELINE and CRITERIA

• Create a user-friendly data collection method

• Train team members to collect data across environments

• Review and analyze data weekly

• Modify programs based on data



Related Service Personnel Responsibilities

• Evaluate in specialty areas for present level of performance (baseline)

• Provide recommendations to educational team based on evaluation

• Evaluate in specialty area for student progress (criteria)



Para-Professional Responsibilities

• Participate in data collection training

• Collect data in environments where the teacher may not be present and during instruction

• Review and analyze data with educational staff



Parent Responsibilities

• Participate in data collection training

• Collect data in home and community settings

• Share data with educational team on a regular basis



How to Select a Data Collection Method?



Direct Data Assessment

• Frequency Count (Rate)

• Interval Recording• Antecedent-Behavior-

Consequence (A-B-C)• Duration Recording• Permanent Product• Video

• Environmental Analysis

• Task Analysis

• Skills Checklist

• Self-Monitoring

• Digital Images

• Photographs



Frequency Count

Number of times the behavior or skill occurred



Interval Recording



A-B-C Analysis

Antecedent Behavior Consequence



Duration Recording

Start____________

Stop____________

Total Time_______

Start____________

Stop____________

Total Time_______

Stop____________

Start____________

Total Time_______

Stop____________

Start____________

Total Time_______



Permanent Product

skoole04+7

14

School

04+7

11



Environmental Analysis

Hallway Group Recess Lunch MathBehavior or skill



Task Analysis



Digital Image/Photograph



Indirect Data Assessment

• Interview

• Motivational Assessment Scale (1986

V. Mark Durand, Ph.D.)

• Review of Records



Helpful Hints

• Measure only one behavior/skill• Clearly define the behavior/skill• Determine the correct data collection

method• Determine what environments data will

be taken• Provide training for accuracy and

objectivity



Documents

2003 Special Education Service Agency (907) 562-7372 Special Education Service Agency 2003Sp Data Assessment Lori Roth, Education Specialist Special Education