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TRACK ING STUDENT PROGRESS
DATA COLLECTION PART 1
S P E C I A L L Y D E S I G N E D E D U C A T I O N S E R V I C E S
P R E S E N T E R S : E M M A P A C K A R D & S U Z A N N E F I T Z G E R A L D
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OBJECTIVES
After completing this session,
participants will be able to:
• Identify why data should be taken.
• Determine what to take data on.
• Determine when and how data should be
taken.
• Identify the components needed to
create an effective data sheet.
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POLL
• How many of you are currently taking
data on all student IEP goals?
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WHY COLLECT DATA
To evaluate student progress
• Determine accuracy
• Program changes
• Move on
• Step back
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress 7
WHY COLLECT DATA
For IEP documentation
and accountability
• Program consistency
• Progress reporting
• PLOP
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WHY COLLECT DATA
Program consistency
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WHY COLLECT DATA
To create a confident team environment
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WHY COLLECT DATA
To keep parents informed and to
encourage involvement
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WHY COLLECT DATA
As documentation for doctors, therapists
and specialists.
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WHAT TO COLLECT DATA ON
• Ideally – any and everything!
• Realistically – critical programs.
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WHAT TO COLLECT DATA ON
• Urgent issues
• IEP goals
• Ask yourself, “Why am I teaching
and taking data on this?” and “Is
this functional?”
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WHAT TO COLLECT DATA ON
Our General Guidelines:
• What skills do my students need in order to
be as independent AS POSSIBLE both now
and in the future?
• Is this skill functional and meaningful?
• Is this a skill that they will encounter on a
regular basis and will be able to learn,
practice, and generalize?
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WHAT TO COLLECT DATA ON
Our General Guidelines:
• Is this skill age-appropriate?
• How will this skill increase my student’s quality
of life?
• Am I evaluating and adjusting student
programs frequently?
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POLL
• What skills are you teaching your
individual students?
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POLL
• What criteria/guidelines do you use to
determine which skills to teach?
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WHEN & HOW OFTEN
• Take data consistently and
frequently.
• Take data on a set number of trials.
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TYPES OF DATA
• Accuracy
• Fluency
• Latency/Duration
• Frequency
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COMPONENTS OF AN
EFFECTIVE DATA SHEET
• Student name or initials
• Program
• Date
• Staff initials
• Comments/notes section
• Teacher directed prompt
• Key
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COMPONENTS OF AN
EFFECTIVE DATA SHEET
• A place to record:
• Accuracy
• Correct or incorrect responses
• Latency/Duration
• Time
• Fluency
• Time
• Prompts
• Frequency
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EXAMPLES
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ROUTINE DATA SHEETS
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SDES
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SDES
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USING A SCHEDULE
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SDES
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress
INITIATING COMMUNICATION
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress
INDEPENDENCE
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SDES
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress
BEHAVIOR
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SDES
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SDES
Copyright © 2005, Fitzgerald & Packard Part of a larger work in progress
MODIFY YOUR DATA SHEETS
Easily adapt your data sheets to meet
the individual needs of your students.
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42 Copyright © 2013, Candice Styer and Suzanne Fitzgerald, All Rights Reserved
43 Copyright © 2013, Candice Styer and Suzanne Fitzgerald, All Rights Reserved
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HOMEWORK
• Using a student IEP, target one goal to
develop a data sheet for.
• Send a copy of the data sheet and
the goal (with student information
redacted) to
by November 14th.
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QUESTIONS
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RESOURCES
• Teachers Pay Teachers
• Show ME the Data!: Data-Based Instructional Decisions
Made Simple and Easy by RinaMarie Leon-Guerrero,
Chris Matsumoto and Jaime Martin
• www.google.com – Search images for behavior charts
• www.styer-fitzgerald.com – The Styer-Fitzgerald Program
for Functional Academics
• Specially Designed Education Services (SDES)
Suzanne Fitzgerald & Emma Packard
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