good morning! please note · 2020. 5. 28. · good morning! please note – when you enter the...
TRANSCRIPT
Good Morning!
Please note –
When you enter the meeting,
your mics will automatically be muted.
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.
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
We have received a request from the Center on Accessible
Materials for Learning to create a 2 minute video with positive
teacher experiences. This will be shared nationally.
Therefore, we would like to potentially take the first few
minutes on Thursday, May 14, 2020, starting at 9:45 to record
any positive experiences you’ve had during this COVID-19
pandemic.
If you’re interested in sharing 1-2 sentences, please copy/paste
the link in the ChatBox, then join us at that time to record your
message.
If you have any questions about the specifics of this, please
email Roberta Lucas at: [email protected]
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 Teachers Are…
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
Office of Special Services
Data Collection: Part 1 Extended
Frequency/Event and Rate Recording
Exemplars and Practice
Zoom Meeting Date:
Tuesday 5/12/2020
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
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
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…
How can we use Data to paint the story of
what’s happening right now?
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
Example
Example
Consider
Frequency, Event and Rate Recording
as one form of Data Collection.
What goals, either academic or functional,
might you track with this system?
Please drop responses in the Chat Box.
Goals
• Avoid writing Outcome Based goals, either
Academic or Functional.
• We can not guarantee outcomes.
• Focus on Distinctly Measurable and Persistent
Gaps.
• What skill deficits are interfering with the child’s
ability to reach those outcomes we expect for all
children?
• What skills are you teaching?
• Goals and Data should focus on Skills.
On an IEP,
Data is necessary to reflect
Present Level.
Section 5: Academic AND
Functional/Developmental Performance
Present Level
IDEA Requirement – MUST fill
Section 5: Academic Present Level
MUST fill
Academic Goal –
By June 10, 2020, given a variety of inset
puzzles and specially designed instruction,
XXXXX will demonstrate mastery of 5 inset
puzzles, with 100% mastery across 3
consecutive presentations, as measured by data
collection, teacher observation, work samples or
similar. CCSS.Math.Content.K.G.A.3
Section 5: Academic Performance
Present Level and Standards Based Goals
If there is a goal, there should be a present
level of performance directly above it.
Program Name: Puzzles – Inset Numbers – 10 Pieces
Date 4/10 4/11 4/12 4/13 4/20 4/25 5/1 5/5 5/8
3/10 4/10 5/10 7/10 7/10 9/10 10/10 10/10 10/10M
5/8
30% 40% 50% 70% 70% 90% 100% 100% 100%
1 - - - - - + + + + M
2 + + + + + + + + + M
3 - - + + + + + + + M
4 + + + + + + + + + M
5 - - - + + + + + + M
6 + + + + + + + + + M
7 - - - - - + + + + M
8 - - - + + + + + + M
9 - + + + + + + + + M
10 - - - - - - + + + M
Program Name: Puzzles – Inset Shapes – 7 Pieces
Date 5/1 5/2 5/3 5/5 5/6 5/7 5/10 5/11 5/12M
5/12
3/7 3/7 4/7 6/7 5/7 6/7 7/7 7/7 7/7
43% 43% 57% 86% 71% 86% 100% 100% 100%
M
Square + + + + + + + + + M
Circle - - + + + + + + + M
Triangle + + + + + + + + + M
Oval - - - - - - + + + M
Diamond - - + + + + + + + M
Rectangle + - - + - + + + + M
Star - + - + + + + + + M
Academic Data Collection
• Reading and math goals will be
determined based on student present
level of performance
• Data will provide progress reporting on the
goals and determination for future ESY
services.
Follow the Intent of the IEP
• In a video platform or by phone – Have student read the list aloud and tally
correct (decoding)
• In a packet – Have the student read the list to parent at home and mark
correct. Have the student write each word dictated to them. Return the
packet for teacher to record.
• This can be accomplished creatively for almost any reading or math
fluency goal.
Recording Academic Data
• Typically providing the student with biweekly
probes in alignment with their goals provides
good solid data tracking information.
• Keeping the expectation and environment
consistent when administering the probes helps
keep the data true.
• Having the student graph their own data as well
maintains a record on their progress that they
can see visually as well as motivation for them
to try their best.
Tracking and Graphing Academic Data
• Keep data sheets consistent with each
type of reading and/or math probe.
• Stay true to the schedule of administering
probes.
• Graph data to make it more parent and
IEP Team friendly.
Graphing Academic Data
Google Sheets
– Open a google spread sheet
– Create your headers, for example if you
wanted to track ORF on a student; the
students name would go in the first column
and the dates would be listed across the top.
The data would be added under each date.
– Enter the ORF number correct that
corresponds with each date
Creating a Graph in Google Sheets
• Click on "insert" and select "chart"
• "setup" will give you basic options for the design
of the chart (Ex: line, bar etc.)
• "Customize" will give you more specific options
like "trendlines"
Example:https://docs.google.com/spreadsheets/d/e/2PACX-
1vR9ArBxs7xtW3ZAE1mgkeN_ZjJA57cVDhaipI-Vc-h0xHBB2n0ygAsMWHL-PiE6Egk8pqqpCMepDEt2/pubhtml
Example of Setting Up
Google Data Sheet
Creating a Graph in Excel
https://www.tableau.com/trial/graph-template?utm_campaign_
1. Use the keyboard shortcut, Ctrl + T to convert
your data to a table.
2. Make sure you're working on the Home tab on
Excel's ribbon, and click on Format as Table and
choose a style (theme) to convert your data to a
table.
Example of Excel Data Chart
1. Use the keyboard shortcut, Ctrl + T to convert your data to a
table.
2. Make sure you're working on the Home tab on Excel's ribbon,
and click on Format as Table and choose a style (theme) to
convert your data to a table.
Student Tracked Academic Data
Positive:
• Ability for the student to complete at home or in
the classroom.
• Very visual for student , parent and teachers.
• Can be very motivating and enjoyable for the
student to do.
Example of Student Tracked Data
This Photo by Unknown author is licensed under CC BY-SA-NC.
Section 5: Functional/Developmental
Present Level
MUST fill
Functional Goal –
By June 10, 2020, given prepared daily visual
schedule and specially designed instruction,
XXXXX will follow task analysis to transition
through all activities in the day, with 80% mastery
across 3 consecutive opportunities, as measured
by data collection, teacher observation, work
samples or similar.
Section 5: Functional/Developmental Performance –
Present Level and Goals
If there is a goal, there should be a present
level of performance directly above it.
Data Analysis –
5/1 – 67%
5/2 – 80%
5/3 – 86%
5/4 – 100%
MASTERED 5/4 – 83%
Program Name: Transitions
Date 5/1 5/2 5/3 5/4
67% 80% 86% 100
Number of
Opportunities9 10 7 6
Number of
Prompts3 2 1 0
Frequency Data Collection Activity
Featuring Reyna
https://youtu.be/PFCFXlzhcZ0
Chat Box Check In
Transition Goal –
By June 10, 2020, in preparation for college
and career readiness, given direct instruction,
pre-teaching and rehearsal, XXXXX will
participate in conversation and collaborate with
peers, building on others’ ideas and clearly
expressing his own ideas 3 out of 5 opportunities,
as measured by a communication rubric in class.
CCSS.ELA.9.S/L.1.
If there is a goal, there should be a present
level of performance directly above it.
Section 5: Functional/Developmental Performance
Present Level and Goals
Transition Goal
Transition Goal –
Number of times XXXXX engaged with peers:
– Ex. Break out room participation
– Group communication regarding a project
– Participation in ZOOM discussions
Transition Goal –
How many opportunities did XXXXX have to
participate?
– # of break out room assignments
– # of required communications in a group project
– # of ZOOM meetings
Transition Goal –
How many opportunities did XXXXX have to
participate?
– 10 break out room assignments
– 7 required communications in a group project
– 70%
Section 5: Functional/Developmental Performance
Present Level and Goals
Transition Goal
If there is a goal, there should be a present
level of performance directly above it.
Transition Goal –
• How many times was XXXXX anxious during his
social work session?
• How many times did XXXXX manage his
anxiety during his social work session?
Do Not Write
Outcome Based Goals
Examples:
- Attendance
- Work Completion
- Attention to Task
- Reduce Aggressions
- Reduce Tantrum Behaviors
Do Not Write
Outcome Based Goals
• Focus on Distinctly Measurable and
Persistent Gaps.
• Instead of: “XXXXX will reduce instances of biting”
• Consider the skill deficits that result in biting
• Write goal around the skills that you are teaching that
will reduce the biting.
• “XXXXX will request a break…”
Chat Box Check In
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
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