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Data Collection: The Saga Continues

Data Collection: The Saga Continues. Trish Steinbrecher Sabrina Hines. Goals for Today. Discuss your data collection from this week. Reflect on the activity and what you may have learned. Work with Excel to organize the data. Produce a graph representing the data.

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Data Collection: The Saga Continues

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  1. Data Collection: The Saga Continues Trish Steinbrecher Sabrina Hines

  2. Goals for Today • Discuss your data collection from this week. • Reflect on the activity and what you may have learned. • Work with Excel to organize the data. • Produce a graph representing the data. • Analyze the data in order to make decisions and/or recommendations.

  3. The Data Debut How did your data collection tool work this week?

  4. What feedback did others have for its utility?

  5. Did it collect the data you needed?

  6. What plans do you have to modify your original version?

  7. Share some knowledge you gained from this experience.

  8. What Now? • Organize the data. • Prepare it in a visual depiction for analysis. • Graph it!

  9. Using Excel for Data Analysis • Go to Blackboard • Download the Reading Fluency Data Set and open it • It should open to an empty screen • Let’s go through some basics of Excel

  10. Data Collection • Our student has 4 IEP goals • Student will be able to read 75 words in one minute at grade level with 100% accuracy. • During baseline, student shows difficulty with long vowel sounds • Include in data collection • Student will answer 10 comprehension questions on a passage with 80% accuracy. • Student will turn-in completed assignments with 100% accuracy. • Student will complete her planner for each class daily.

  11. Entering Your Collected Data • Go ahead and try it yourself. (Open a new file in Excel for your data.) • Remember, try to keep your dates on the left side (y-axis) and the behaviors measured along the top (x-axis). • Ask for help as you need it!

  12. Paint the Whole Picture • Now we’ll create a graph of the data in order to analyze and make some decisions. • I’ve filled in all the data for a few weeks. Let’s move back to Excel to practice.

  13. Think You Have the Hang of It? • Let’s use your own data to build some graphs. • Remember, you can always adjust them if they look too busy. • Once you finish, hold onto those charts in your data set.

  14. Get the Picture? • Let’s look at some real life graphs from data taken in classrooms in public schools. • Critically look at the information. • What is the graph telling us? • What is the critical information? • Does the graph give us insight into what decisions need to be made? • What should be the next step or recommendation?

  15. Partial Interval Recording for Time on Task What is the graph telling us? What is the critical information? Does the graph give us insight into what decisions need to be made? What should be the next step or recommendation?

  16. Target Behaviors What is the graph telling us? What is the critical information? Does the graph give us insight into what decisions need to be made? What should be the next step or recommendation?

  17. Antecedents by Type for 35 Aggressive Behaviors What is the graph telling us? What is the critical information? Does the graph give us insight into what decisions need to be made? What should be the next step or recommendation?

  18. Fluency Rate by Date What is the graph telling us? What is the critical information? Does the graph give us insight into what decisions need to be made? What should be the next step or recommendation?

  19. Words Used in 1 Minute and Aggressive Acts What is the graph telling us? What is the critical information? Does the graph give us insight into what decisions need to be made? What should be the next step or recommendation?

  20. What Does Your Data Say? • Go back to the graph you created of your data. • Answer the important questions: • What is the graph telling us? • What is the critical information? • Does the graph give us insight into what decisions need to be made? • What should be the next step or recommendation?

  21. My Graph Isn’t Saying Much • If your data and graph aren’t giving you the information you need or is hard to understand, it’s time to revise. Maybe… • You need more data. • You need different data. • You need to graph differently. • You need other professional input. All of the above are OK! Go back and make adjustments until what you have can guide decision-making.

  22. What now? • How have these data sessions helped you as a teacher of students with special needs? • Where and how will you continue to use these tools/skills? • What more do you need to make data collection a regular part of your instruction?

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