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Data, Data, and more Data

Data, Data, and more Data

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Data, Data, and more Data

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  1. Data, Data, and more Data Paraeducator Recertification Presented by: Lisa Andreasen April 17, 2013

  2. Purpose of Presentation • Why do we need so much data? • What kinds of data are there? • What is a paraeducators role in data collection? What’s okay and what’s not • Collecting behavior data • Collecting academic data

  3. Why do we need so much data? • Annual yearly progress – schools have to demonstrate that students are making annual progress • IEP Compliance – Iowa rules dictate that data must be collected for IEP goals at least every 2 weeks • To make educational decisions

  4. What kind of data can we collect? • General outcome measure data • FLITAD data (frequency, latency, intensity, topography, accuracy, and duration) • Progress toward Iowa Core Standards • Formative assessment data • Pre & Post Test data • Diagnostic Assessment data • District Wide Assessment data

  5. Paraeducators Role in data collection • What CAN a paraeducator do with data collection? • Read assessments to students • Administer non-standardized, non-diagnostic assessments when trained • Collect student behavior data • Record and chart student data • Check student work if an answer key is provided • Make modifications to assessments (such as larger text and break into chunks)

  6. Paraeducators Role in data collection • What CAN’T Paraeducators do with data collection? • Modify content or answers on assessments • Develop assessments • Provide students with clues during an assessment • Modify scripted instruction for assessments • Administer diagnostic assessments • Do error analysis • Analyze student data • Set student goals • Make instructional decisions base on student data • Assign student grades

  7. Collecting Behavior Data • Typically this is FLITAD data (frequency, latency, intensity, topography, accuracy and duration) • Most often collected is frequency data • Examples of collection forms

  8. Frequency Chart – whole day

  9. Frequency Chart – one class

  10. Check-in/Check-out

  11. 5 Point Scale

  12. Case Example • Read through the written description of student behavior (Jimmy) • Use the blank frequency chart to document behaviors throughout the day • Calculate the total behaviors per class and for the whole day • Be prepared to share your answers with the group

  13. Collecting Academic Data • Accuracy data • Academic fluency data • Reading, Math, Writing • Progress monitoring • Examples

  14. Reading Fluency Probes

  15. Scoring Reading Fluency Probes

  16. Maze Comprehension Probes

  17. Math Application Probes

  18. Math Application Probes

  19. Timed Math Probes

  20. Writing Fluency Probes

  21. Academic Case Example • Listen to the recording of the reader • Mark the student record sheet for errors • Calculate the total words written, errors, and corrects words • Be prepared to share your scores with the group

  22. Recording and Charting Data • Use recording sheets to organize data • Chart data using Excel or other program • Enter progress monitoring data on the WebIEP

  23. Recording Worksheet Example

  24. Recording on the WebIEP

  25. Tips for reading tests to students • Read with consistent tone of voice and volume • Read at a rate between 120-160 words per minute depending on student age • Pause for 2-3 seconds between answers • Only reread questions if students ask • DO NOT inflect voice on correct answers • PRACTICE before reading the test

  26. Other Test Accommodations • Larger Text • Printed on colored paper • Cut into chunks • Student reads test aloud • Frequent breaks • Adult to prompt to stay on task • Adult to fill in bubble answer sheets

  27. Table talk … • What are other ways you have collected data in you schools? • Are there data collection activities that you are confused about or struggle with? • What tips do you have that might help others when collecting data?

  28. Questions?