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Good Morning!
Please note –
When you enter the meeting,
your mics will automatically be muted.
Thank you very much.
Maine Teachers Are
Please note, this Data Series is being
recorded and will be posted at the
MDOE Website, with PowerPoint and
other Resource documents.
https://www.maine.gov/doe/learning/specialed
Please Note: All other previously recorded Special
Services Zoom meetings are located there as well.
Introductions:
Team Members
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant
Anne-Marie Adamson – Special Education Consultant
Colette Soldati-Sullivan – Special Education Consultant
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.
4. You will only receive one certificate of participation which should
include all Zoom codes from the Data Series you submit.
Code for Contact Hours
- Code will be shared in Chat Box
Continue to take Data during this time of
the COVID-19 pandemic, and beyond.
https://docs.google.com/presentation/d/16YeIFmVuXH1ulrzD75ZGFBIiLWV
xkU7Pb_3G6u1MtdQ/edit#slide=id.g81987b82be_0_53
Data Series
Data Collection: Part 6
Permanent Product
and Review
Friday 5/29/2020
Data Series ends Friday 5/29/2020.
Zoom Meeting Date:
Friday 5/29/2020
Office of Special Services
Data Collection: Part 6
Permanent Product
and
Review
Permanent Product
Permanent Product: Real or concrete objects or
outcomes that result from a behavior.
• Examples: # of completed items, creative projects, quizzes, homework assignments.
• Further Examples: # of tokens earned, or points awarded for following the
class rules.
http://www.sped.sbcsc.k12.in.us/ppm/behavior/datacollection.html#pp
This Photo by Unknown author is licensed under CC BY.
When to Use Permanent Product
• Use permanent product when you are looking
at behavior that results in a lasting product or
outcome.
• Also, when you don't have time to observe the
behavior.
This Photo by Unknown author is licensed under CC BY-NC.
Permanent Product
Permanent products are identified based upon the
behavioral definition that has been targeted and
what is considered an acceptable outcome for a
behavior.For instance, a teacher may be interested in how well a student is
cleaning up after an art activity. The behavior identified is defined as
removing pieces of paper and debris from the desk. A permanent product
outcome may be to count the number of pieces of paper that remain on the desk after the student has finished cleaning up.
http://www.specialconnections.ku.edu/?q=assessment/data_based_decision_making/teacher_
tools/permanent_product_measurement
Permanent Product Video
https://www.youtube.com/watch?v=lLZDxRuffG0
This Photo by Unknown author is licensed under CC BY-SA-NC.
Permanent Product
Summarizing permanent product can be
calculated as the percentage of products
completed of the number of products total.
– Example: Kevin completed 4 reading comprehension assignments, out
of 5 assigned. His completion rate is 80%.
– Example: Colette earned 7 tokens out of a possible 10 for following
classroom norms. Her success rate is 70%
Permanent Product
Benefits of Permanent Product:• Staff do not need to be consistently present to observe
the occurrence of the behavior.
• You don't need to make changes in the routine.
• Permanent products can be stored or filed for later review or
verification.
This Photo by Unknown author is licensed under CC BY-SA.
Permanent Product
Disadvantages of using Permanent Product:• Staff may not know the context of how the student engaged or not
during the process.
http://www.sped.sbcsc.k12.in.us/ppm/behavior/datacollection.html#pp
This Photo by Unknown author is licensed under CC BY-SA.
Permanent Product
If you don't know the context of the product,
how do you know that the student actually
completed it themselves?
This Photo by Unknown author is licensed under CC BY-SA.
http://www.specialconnections.ku.edu/?q=assessment/data_based_decision_making/teacher_
tools/permanent_product_measurement
Consider...
https://ksdetasn.s3.amazonaws.com/uploads/resource/upload/1937/7_Permanent_Product.pdf
What Do You Need?
https://ksdetasn.s3.amazonaws.com/uploads/resource/upload/1937/7_Permanent_Product.pdf
http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/permanent_Product_blankrevised.pdf
http://www.sped.sbcsc.k12.in.us/ppm/behavior/datacollection.html#pp
Chat Box Check In
Chat Box Prompt
What kinds of transition activities produce a
permanent product?
Type an example in the chat box.
This Photo by Unknown author is licensed under CC BY-SA-NC.
Transition Resource
https://csesa.fpg.unc.edu/researchers/supporting-transition
This Photo by Unknown author is licensed under CC BY-ND.
Transition Resource
https://www.transitionta.org/sites/default/files/news/Assessment%20to%20Practice%202.0_2019-2.pdf
Transition
https://www.transitionta.org/sites/default/files/news/Assessment%20to%20Practice%202.0_2019-2.pdf
Examples of Permanent Product
Transition Data Collection:
• # of completed job applications
• # of completed graphic organizers regarding
specific careers
• # successfully prepared meals (take a picture
to save for verification)
This Photo by Unknown author is licensed under CC BY-SA-NC.
Transition Resource
https://www.transitionta.org/system/files/events/postsecondary-transition-guide-2017.pdf
Chat Box Check In
Data Collection Methods
• Frequency, Event & Rate Recording
• Duration Recording
• Interval Recording
• Latency Recording
• ABC Recording
• Permanent Product
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
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
Why Data Collection is So Important
• Data collection is critical because it is the
driving force behind all decisions made in a
treatment plan.
• When graphed, it provides a visual that shows
overall progress.
• Based on the graph, a team can determine if
progress is being made, or if there is a lack of
progress, which indicates that a plan needs to
be modified.
http://cornerstonestherapy.com/
https://especiallyeducation.com/data-collection-special-education-classroom/
Frequency, Event and Rate RecordingPresented in Detail 5/11/2020 – 5/12/2020
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.
Duration RecordingPresented in Detail 5/14/2020 – 5/15/2020
Duration Recording – defined as the total extent of
time in which a behavior occurs
You can measure one or both of 2 Kinds of
Duration Measures
• Total Duration per Session – measure of the cumulative
amount of time in which a person engages in the target
behavior
• Duration per Occurrence – measure of the duration of
time that each instance of the target behavior occurs
Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd
Edition, Columbus: Pearson, 2007.
Interval RecordingPresented in Detail 5/19/2020 – 5/20/2020
Partial Interval Recording – a time sampling method for
measuring behavior in which the observation is divided into a
series of brief time intervals. The observer records whether the
target behavior occurred at any time during the interval. Tends
to overestimate the proportion of the observation period.
Whole Interval Recording – a time sampling method for
measuring behavior in which the observation period is divided
into a series of brief time intervals. At the end of each interval,
the observer records whether the target behavior occurred
throughout the entire interval. Tends to underestimate the
proportion of the observation period.
Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd Edition, Columbus: Pearson, 2007.
Latency RecordingPresented in Detail 5/21/2020 – 5/22/2020
Latency Recording – defined as the elapsed time from
the onset of a stimulus (e.g., task direction, cue) to the
initiation of a response.
Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd
Edition, Columbus: Pearson, 2007.
ABC RecordingPresented in Detail 5/26/2020 – 5/28/2020
ABC Recording – a form of direct, continuous
observation in which the observer records a
descriptive, temporally sequenced account of all
behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those
behaviors occur in the client's natural environment; also called anecdotal observation.
Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd Edition, Columbus: Pearson, 2007.
https://especiallyeducation.com/data-collection-special-education-classroom/
https://www.slideshare.net/nrcpara/introduction-to-data-collection
http://www.sped.sbcsc.k12.in.us/ppm/behavior/datacollection.html#pp
Consider:
https://clearimpact.com/results-based-accountability/example-performance-measures-can-use-
program-service/
Consider:
https://clearimpact.com/results-based-accountability/example-performance-measures-can-use-
program-service/
Food for Thought...
https://clearimpact.com/results-based-accountability/example-performance-measures-can-use-
program-service/#specialEducationExamples
Let's look at an example at the baseball park. Baseball (and other
sports) fans seem to be obsessed with measuring behavior of all
types.
• They measure the frequency of many things including the number
of pitches thrown, number of strikes, balls, singles, doubles, home
runs, wins, and loses.
• They measure the duration of the game or even the duration of
the "hang time" of a jumper in basketball (length of time in the air).
• Latency is measured when we measure how much time elapses
since the last goal (soccer) or how much time elapses before the
possession of the ball changes (football).
• Intensity is measured in the speed of a runner or the height or
distance of the jump. Sometimes intensity is estimated or inferred
from the results of the behavior like measuring the distance of travel
of the baseball off the bat or the speed of the baseball thrown.
https://www.strategic-alternatives.com/Trainings/Observing%20-%20P6.htm
This Photo by Unknown author is licensed under CC BY-SA-NC.
Data – using information, experience and
knowledge to make decisions
Now:
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?
In the Chat Box,
please tell us –
✓Something you learned
that will drive your
programming moving
forward
or
✓Something you found
to be helpful
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
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
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
Data Collection Methods
https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/361/positive%20behavior/Data/Data%20Collection%20Methods.pdf
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
Easy Excel Graph Templates
https://www.tableau.com/trial/graph-template?utm_campaign_
Ongoing Resource List Continued:
Graph
https://docs.google.com/spreadsheets/d/e/2PACX-1vR9ArBxs7xtW3ZAE1mgkeN_ZjJA57cVDhaipI-Vc-h0xHBB2n0ygAsMWHL-
PiE6Egk8pqqpCMepDEt2/pubhtml
Frequency Data Collection Activity Featuring Reyna
https://youtu.be/PFCFXlzhcZ0
Duration Recording Form
https://docs.elkhart.k12.in.us/district/Special_Education/16.12dEX_Duration_Recording_Form_Example.pdf
Duration Data Sheet
https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.swsc.org%2Fcms%2Flib04%2FMN01000693%2FCentricity%2FDomain%2F130%2F4.Duration%
2520Data%2520Sheet.doc
Reflections on Applied Behavior Analysis
https://pro.psychcentral.com/child-therapist/2017/11/data-collection-in-aba-applied-behavior-analysis/
Ongoing Resource List Continued:
Choosing a Data Collection Method
https://howtoaba.com/wp-content/uploads/2019/01/UNADJUSTEDNONRAW
_thumb_711.jpg
Making Behavior Count
https://www.strategic-alternatives.com/Trainings/Observing%20-%20P6.htm
Behavioral Recording
http://www.behavioradvisor.com/BehRecord.html
LD Online: Reading Fluency
http://www.ldonline.org/article/6354
Education and Behavior: Learning and Behavior Strategies
https://educationandbehavior.com/how-to-improve-reading-fluency/
Preparing Students with Disabilities for School to Work Transition and Postschool Life
https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/Transition-Planning1.pdf
Ongoing Resource List Continued:
National Technical Assistance Center on Transition
https://www.transitionta.org/
Zoom Polls
https://support.zoom.us/hc/en-us/articles/213756303-Polling-for-Meetings
Google Forms
https://support.google.com/docs/answer/6281888?co=GENIE.Platform%3DDesktop&hl=en
Dojo
https://static.classdojo.com/img/remote_learning/cd_remote_learning_activity_ideas.pdf
Choice Boards, Activities
www.classdojo.com/remotelearning
Iris Center
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_measbeh.pdf
Ongoing Resource List Continued:
Introduction to Data Collection
National Resource Center for Paraeducators
https://www.slideshare.net/nrcpara/introduction-to-data-collection
Team Members
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant
Anne-Marie Adamson – Special Education Consultant
Colette Soldati-Sullivan – Special Education Consultant
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!
Please note, this Data Series is being
recorded and will be posted at the
MDOE Website, with PowerPoint and
other Resource documents.
https://www.maine.gov/doe/learning/specialed
Please Note: All other previously recorded Special
Services Zoom meetings are located there as well.
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
Chat Box Check In
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
