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
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.
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
Data Collection: Part 1
Where to Begin and
Frequency/Event and Rate Recording
Monday 5/11/2020
Data Collection: Part 1 Extended
Frequency/Event and Rate Recording
Exemplars and Practice
Tuesday 5/12/2020
Data Collection: Part 2
Duration Recording
Wednesday 5/13/2020
Data Collection: Part 2 Extended
Duration Recording
Exemplars and Practice
Thursday 5/14/2020
Friday 5/15/2020
Transition and Data Collection:
Assessments and Resources
MONDAY 5/18/2020 – NO ZOOM MEETINGS
Data Collection: Part 3
Interval Recording
Tuesday 5/19/2020
Data Collection: Part 3 Extended
Interval Recording
Exemplars and Practice
Wednesday 5/20/2020
Data Collection: Part 4
Latency Recording
Thursday 5/21/2020
Data Collection: Part 4 Extended
Latency Recording
Exemplars and Practice
Friday 5/22/2020
MONDAY 5/25/2020 IS A HOLIDAY – NO ZOOM MEETING
Data Collection: Part 5
Time Sampling Recording
Tuesday 5/26/2020
Data Collection: Part 5 Extended
Time Sampling Recording
Exemplars and Practice
Wednesday 5/27/2020
Data Collection: Part 6
Permanent Product
Thursday 5/28/2020
Data Collection: Part 6 Extended
Permanent Product
Exemplars and Practice
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
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
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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.
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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.
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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!
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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.
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
Summarize and Graph Data
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
Summarize and Graph Data
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
Summarize and Graph Data
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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.
http://iseesam.com/content/teachall/text/behavior/LRBIpdfs/Data.pdf
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.
Frequency, Event and Rate Recording
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
Frequency, Event and Rate Recording
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
Frequency, Event and Rate Recording
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
http://www.specialconnections.ku.edu/~specconn/page/assessment/ddm/pdf/Event_recording_examplerevised.pdf
Frequency, Event and Rate Recording
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
Frequency, Event and Rate Recording
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
Frequency, Event and Rate Recording
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).
https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/361/positive%20behavior/Data/Data%20Collection%20Methods.pdf
For Tuesday, consider
Frequency, Event and Rate Recording
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
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
Cooper, John O., Timothy E. Heron, William L. Heward. Applied Behavior Analysis 2nd EditionColumbus: Pearson, 2007.
Team Members
Roberta Lucas – Federal Programs Coordinator
Leora Byras – Special Education Consultant
Anne-Marie Adamson – Special Education Consultant
Colette Soldati-Sullivan – Special Education Consultant
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