From Data to Decisions: Thinking about Student Needs. Research to Practice Conference May 3, 2013

Transcription

1 From Data to Decisions: Thinking about Student Needs Research to Practice Conference May 3, 2013

2 Learning Objectives Participants will be able to: Use data to develop student goals and objectives Use data to make decisions about student programming Use data to support eligibility/ineligibility decisions Identify the relationship(s) between present levels, data collection and progress monitoring

3 Using Data To strengthen instructional planning Examine particular skills student has mastered or not mastered. Evaluate effects of different instructional interventions for particular student Identify specific student strengths and needs To modify instruction Specific skills targeted for instruction Type of instructional procedures used Instructional arrangement (teacher-student ratio, peer-mediated instruction) Allocation of time for instruction Materials used Motivational strategies used To develop IEP s Data-based decision making process Writing appropriate, measurable goals based on individual student needs Identify student specific interventions and accommodations Improve special education accountability and effectiveness

4 Article 7 Guidance IAC Developing an IEP IAC Review and Revision of the IEP an IEP must contain the following: A statement of the student s present levels of academic achievement and functional performance A statement of measurable annual goals, including academic and functional goals A description of How the student s progress toward meeting the annual goals will be measured When the periodic reports on progress will be provided (IDEIA does not establish a specific number of goals, but there should be at least one annual goal to address each area of need.) Revise the IEP as appropriate to address any lack of expected progress, based on progress monitoring data

5 THE IEP PROCESS (CIRCLE OF LIFE) Step 4: Progress Monitoring Step 1: Present levels of academic achievement and functional performance Step 3: Special Education Services Step 2: Measurable Annual Goals

6 Present Levels Present levels are the building blocks that support everything you do. (Dr. Mitchell Yell) They are the first data point on the graph of progress toward the target. Present levels are specific, focused, detailed Current Data present means present less than 1 year old Rely more on hard data it needs to speak for itself Be cautious when using numbers consistency - not just on the day assessed Identify strengths/abilities Pass stranger test (if measurable data and specific details)

7 Talk about what you see and hear, not what you think and feel. It s not about the not! Document what the student can do. Goals will write themselves if we collect good, solid data

8 Data Collection or Progress Monitoring? Teacher observation is not data until it s written down and there is a system for evaluating Data collection for special needs students should be from daily ongoing work in the curriculum rather than contrived tools Data is everywhere, it just needs to be documented Progress Monitoring could eliminate the need for consistency measure in goals

9 Data in Present Levels Cognitive IQ scores, executive functioning scores Academic Grades, test scores, skill specific data, benchmark data, progress monitoring data, use of accommodations, and grade appropriate targets Fine/gross motor skills Data on specific skills like grasping pencil, walking up stairs Communication Scores/average ranges from speech/language testing, baseline data of articulation errors Medical Specific medical information, types of medication Adaptive/Leisure/vocational Data on these specific skills personal care, employability skills, independent living skills Social Emotional Discipline documentation, evidence of responsibility, evidence of social skills, organizational skills

10 Poor Present Levels Cognitive Student is of average intelligence. Academic Grades are poor. Fine/gross motor skills Student can write legibly. Communication Student communicates well with staff and peers. He is also able to communicate his wants and needs. Medical Student is sick a lot. Adaptive/Leisure/Vocational Student enjoys playing the Wii, being outside, and anything to do with nature. Social Emotional Student gets along well with adults and peers but may be shy in new situations or with unfamiliar people.

11 Good Present Levels Cognitive WISC (August, 2010) Verbal Comprehension 116 Perceptual Reasoning 110 Working Memory 107 Processing Speed 80 Full Scale IQ 108 (Scores between 85 and 115 are within normal limits.) Academic First Quarter Grades Language Arts C+, Social Studies B, Science C, Math F Spring 2011 ISTEP assessments: ELA Pass 518/501, Math Pass 521/511, Social Studies Pass+ 547/486 DAZE Reading Comprehension 4,3,11,and 8 with goal being 11 at winter benchmark. DORF Reading Fluency 42, 60, 38, and 75 with goal being 86 at winter benchmark.

12 Good Present Levels (continued) Fine/gross motor No assessment data reported as there is no educationally relevant need. Communication Student is currently responding appropriately in social conversations and during classroom activities 75% of the time. (33/44 opportunities). He demonstrates control and patience in participation 63% of the time. (12/19 opportunities) Medical Student is currently taking Saphris (10 mg) twice daily, Concerta (50 mg) 1 time daily, Floxidine (10 mg) 1 time daily Adaptive/Leisure/Vocational According to data collected, student participates in group work on average 70% of the time. Student is on task in social studies 78%, Language Arts 69%, math 73%, and science 98% of the time. On task behavior includes raising of hand, not speaking out of turn, not interrupting when others are speaking, and task completion.

13 Good Present Levels (continued) Social Emotional Based on teacher input, student works well independently. Based on Scatterplot and ABC observation data, when student is in cooperative groups and non-structured settings (e.g. cafeteria during breakfast) and with same gender peers, she often makes verbal demands. An example of threatening statements includes You better hurry up or I m going to hurt you. An example of telling students what to do includes Roll the dice to the side (with forceful loud tone). She physically stands within close proximity to students and stares at them when they do not agree with her. As a result of threatening behavior, peers often comply with student s demands. The most recent data collected within a Scatterplot of a two week period, student made 39 verbal threats to peers and 8 occurrences of physical aggression through hitting, kicking, or pushing peers in non-structured settings such as the cafeteria and playground (pushing on 6 events).

14 WHAT IS PROGRESS MONITORING? A scientifically based practice that is used to assess student s academic performance and evaluate the effectiveness of instruction. Can be implemented with individual students or an entire class. Defined in IAC : a systematic procedure for the frequent and repeated collection and analysis of student performance data. Academic or functional performance, or both academic and functional performance, is monitored over time to evaluate the effectiveness of instruction and intervention.

15 HOW DOES PROGRESS MONITORING WORK? Student s current levels of performance are determined, and goals are identified for learning that will take place over time. The student s academic performance is measured on a regular basis (weekly, bi-weekly, or monthly). Progress toward meeting the student s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.

16 WHY IS PROGRESS MONITORING CRITICAL, CRUCIAL & NECESSARY? Accelerated learning because students are receiving more appropriate instruction More informed instructional decisions Documentation of student progress for accountability purposes More efficient/effective communication with families and other professionals about students progress Higher expectations for students by teachers Fewer special education referrals

17 PROGRESS MONITORING IS USED TO Strengthen instructional planning Modify instruction Develop IEPs

18 FOUR TYPES OF PROGRESS MONITORING: 1. Curriculum Based Measures 2. Direct Measures 3. Indirect Measures 4. Authentic Assessments

19 CURRICULUM BASED MEASURES (CBM) an approach to measuring the growth of student proficiency. It allows teachers to measure their students performance, determine if their students are growing at the expected rate, and provide data for teachers to evaluate their instructional strategies if students are not demonstrating adequate growth. CBM is standardized to provide valid and reliable indications of student progress. Oral Reading Fluency determining the student s rate, accuracy, phrasing and intonation Math Computation accuracy toward completion of addition, subtraction, multiplication, and division of whole numbers, fractions and decimals Math Concepts and applications accuracy toward performance of place value, time, money, charts, graphs, and problem solving

20 DIRECT MEASURES - direct observation of performance and repeated recordings of student response (CEC Jan/Feb 2006) Frequency Count/Event Recording number of times a behavior occurs during a specific, consistent time period. Time Sampling/Interval Recording number of intervals in which a behavior occurs Duration Recording measurement of how long the behavior occurs between initiation of response to conclusion. Latency Recording measurement of time between a prompt and start of the task Scatterplot a chart used to determine patterns of targeted behavior (s) related to a specific class or school activities across time (e.g. schedule divided into 15 minute increments during a two week period of charting occurrence of the target behavior. ABC analysis Antecedent, Behavior, Consequence Anecdotal Recording narrative recording of events occurring during a specific time or setting; must be paired with another method of measurement. Checklist a list of specific behaviors used to measure consistency and completeness in carrying out a task (can be observed therefore a direct measure) Running Record tool used to measure oral reading decoding skills.

21 INDIRECT MEASURES involve using scoring criteria to review student performance to supplement Direct Measures (CEC Jan/Feb 2006) Rubric a scoring guide that describes performance on a scale from desired performance to undesired performance using both qualitative and quantitative descriptions either analytically by assessing components of a finished product or holistically by assessing student s work as a whole. Goal Attainment Scaling a scoring guide to rate student performance on a point scale from least to most favorable. Teacher Interview summary of teacher input toward student performance on a given behavior in a structured format to be included with additional methods of measurement. Checklist list of specific behaviors used to measure consistency and completeness in carrying out a task (can be applied to permanent product such as work sample, therefore an indirect measure) Scoring Guide point value to determine percent correct from selected responses and short answers Permanent Product actual products of a target skill/behavior (point value to determine percent correct within selected responses and short answers.)

22 AUTHENTIC ASSESSMENT measures a student s performance in tasks and situations that resemble real-life tasks and situations (adapted from Assessing One and All, CEC 2001 and Jan/Feb 2006) Student Interview/Conference student input on his/her performance toward a target skill /behavior. Oral Interview a structured format through development of key questions to assess student s attainment of skills and to identify misconceptions. Portfolio documentation of student performance through a collection of work samples demonstrating specific outcomes. Work Samples evidence of student performance through actual student work (e.g. permanent product materials for writing, math, projects, pictures of student work, audio recordings of student performance (reading, responding to questions) Annotation a statement included within a student work sample that indicates student performance toward a targeted skill.

23 Data Reporting How much data do we need to reliably report progress? Enough to see trends in behavior whether academic, functional or social (minimum 1 time per month) Depends on severity of the behavior and intensity of services (maximum 1 time per day) What happens next? Evaluation of the IEP s effectiveness Intervene adjust intervention, intervention frequency, intervention intensity Report findings to all interested parties

24 Data-based Decisions I m collecting data, now what do I do? Is the student progressing as desired? Do I need to change something? Is the change effective? Was the goal ambitious enough? Rule of thumb: 3 data points below the goal line: change 4 data points above: goal met raise the expectations

25 Key Points to Remember Assessment requires baseline data collection. Writing goals requires the IEP team to include the data collection process. Progress monitoring is the collection, and appropriate use, of data. This evaluation (formative assessment) should be ongoing. (frequency of collection) Offers the opportunity to further challenge student as he/she approaches his/her goals. Allows for timely intervention with the student. Changes can be made to the student s program before he or she fails.

26 Ineligibility Decisions Dismissal Reevaluation process Prior written notice Guiding questions: Why am I hesitant to address ineligibility? What are the student s needs for classroom success? Can the student s needs be met with minimal support in the classroom? Do you have data to support ineligibility? Has the student developed maximum compensatory skills, functional communication skills, or age-appropriate skills?

27 Progress Monitoring in IIEP Descriptive Documentation The measurement of the goal depends on the ability of the author to articulate performance in measureable terms. Single Point The measurement of the goal depends on counting a number of instances or recording a score. Single Rubric The measurement of the goal depends on articulation of progressive criteria intended to define increments of success. Collection of Indicators The measurement of the goal is based on the direct assessment of one or more objectives and/or benchmarks. Rubrics may be created for each objective and/or benchmark. These are data points that permit longitudinal analysis based on objectives and/or benchmarks.

28 Single Point

29 No one has all the answers

30 Example 1: Articulation During conversational speech, Joey exhibits lateral distortions of the /s/ and /z/ phonemes which draws attention to his speech. Joey reports that he is teased by peers and that he is embarrassed to participate in class discussions including volunteering answers, reading aloud, serving as class leader and answering questions when called upon. Joey produces /s/ and /z/ correctly in syllables 60% of the time accuracy when provided a model with visual and placement cues. He produces a clear /s/ or /z/ in single syllable words 0% of the time even with prompts and cues. [Speech sound production for all other phonemes is within normal limits. Voice, fluency and language development are all within normal limits.] Progress Monitoring from Previous IEP: Probe data 100% accuracy for /sh/ and /ch/ phonemes at sentence level Teacher Observation: Lateral distortion is reported to be noticeable by his teacher and parents Standardized Assessment: GFTA (3-4-11) lateral production of /s/ and /z/ phonemes

31 Articulation Guiding Questions: Speech Sound Production and Use Is the student s speech intelligible to adults and same age peers? Does the student participate effectively in a range of conversations with diverse partners? Does the student pronounce phonemes in all positions of simple words/phrases? What are the student s challenges related to the disability? How will the challenges related to the disability affect day to day life? How does the disability impact the student s ability to demonstrate knowledge and reasoning of grade level standards?

32 More guiding questions: What supports does the student need to acquire and attain necessary skills to progress in the general curriculum? Is the student on track to achieve proficiency as his/her same age peers within the year? What supports does the student need to acquire and attain the necessary skills to progress in the general curriculum? What are barriers to college and career readiness?

33 Example 2: Expressive Communication Cory is nonverbal and communicates primarily through gestures, facial expression, eye gaze and close proximity. Parent report reveals that Cory demonstrates emergent understanding of cause and effect relationships at home. Teachers report that attending skills have improved, however, Cory continues to be easily distracted and needs frequent redirection to maintain attention to a task/complete a task. Mother reports that she often physically moves Cory s head in an attempt to get him to focus on an object. Parents report that Cory is beginning to follow simple 1-step directions (i.e. Take this to Daddy. ) At present, teacher reports observation of this behavior at school (1 of 5 opportunities in 3 consecutive days). Cory does not imitate oral postures or speech sound productions, however, parents report at least two instances of vowel production that sounded like word attempts ( all done ). Food, water play and simple computer software programs seem motivating to Cory. He is beginning to communicate a request by reaching toward a preferred food item, but he is not yet able to consistently discriminate between two choices (1 of 5 opportunities over 3 consecutive days).

34 Expressive Communication Guiding Questions How does the student communicate his basic wants and needs? What is the student s primary mode of communication (signs, pictures, AAC device)? Does the student seem to understand what is said to him (follow directions, etc.)? Does the student participate in conversational turn taking? Does the student s conversation seem socially appropriate for the context? Does the student have purposeful vocalizations/verbalizations (e.g. the child makes a sound to gain attention, express displeasure)?

35 Expressive Communication Guiding Questions What are the student s challenges related to the disability? How will the challenges related to the disability affect day to day life? How does the disability impact the student s ability to demonstrate knowledge and reasoning of grade level standards? What supports does the student need to acquire and attain necessary skills to progress in the general curriculum? Is the student on track to achieve proficiency as his/her same age peers within the year? What are barriers to college and career readiness?

36 Example 3 Language Comprehension Single Point Present level: Student followed 16/39 (41%) oral multi-step directions containing concept words of size, time, space, etc. Need: Student needs to demonstrate comprehension of directions and statements in the school environment. Goal: Student will demonstrate comprehension of direction and sequencing concept words [ ] by September 2013.

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38 Example 4 Math Computation Single Point Present Level: Math CBM baseline scores: Computation 4 (below the 10 th percentile) Winter target = 13, Spring target = 18 Most recent Math unit test: 16/24 (66%). The assessment covered addition, subtraction, story problems involving adding/subtracting two numbers. Student was unable to add 3 numbers together to accurately solve problems. She was also unable to solve two-digit subtraction problems. Daily one-minute addition fact test: student has moved from level A to level G since September. Goal: Student will score 15 correct on grade-level Math Computation CBM in 8 minutes by September 2013.

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40 Example 5 Self Advocacy Single Point Present Level: Student demonstrates a strong effort to listen and follow directions. Often she makes mistakes in daily classroom procedures. Has been observed to watch peers for clues to follow directions. She does not ask for help or clarification when she doesn t understand or remember. She does not always return homework completed. Need: Student needs to ask for help when she doesn t understand or cannot remember classroom directions. Goal: Student will seek help to complete tasks by verbally asking or clarifying 4 of 5 observations by September 2013.

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42 Resources Dodge, Ellen P. The Survival Guide for School-Based Speech-Language Pathologists. San Diego: Singular, Print. Moore-Brown, Barbara J. and Montgomery, J. Making a Difference for America s Children Second Edition. Eau Claire: Thinking Publications, Print. Bateman, Barbara D. From Gobbledygook to Clearly Written Annual IEP Goals. Verona: Attainment Company, Print. Johnston, Terri C. Data without Tears: How to Write Measurable Educational Goals and Collect Meaningful Data. Champaign: Research Press, Print. IEPRC - EERC - ISBOE - Special Education Rules Title 511 Article 7 Rules Etscheidt, Susan K. Progress Monitoring: Legal Issues and Recommendations for IEP Teams. Teaching Exceptional Children. Jan/Feb 2006: Print.

43 Charone Lesher, Early Childhood Coordinator Carmel Clay Schools