Collecting and Analyzing Academic or Behavioral Data: A Step-by-Step Guide

Option 1: Collecting and Analyzing Academic Data Via Curriculum Based Measurement
 
If you use Curriculum Based Measurement (CBM) to monitor the progress of a student, you must collect at least 6 data points. This data can either be collected during the term, or if you already use some type of CBM, you may use data that was collected at any time during this academic year.
 
You must use only one CBM probe type such as oral reading fluency (correct words per minute), math fluency (correct digits per minute), or some other approved CBM measure for this assignment.
 
You will graph/chart the results, interpret them, and reflect on the student’s progress and discuss instructional implications.
 
You must monitor progress for six data points using any single DIBELS subtest or CBM in math, spelling, writing, or oral reading fluency. There should be sufficient time between probes (at least several days) to have a chance at seeing change. Helpful websites for CBM probes and scoring are provided in the CBM section of our Blackboard site in week two.
 
Your CBM probe type must be approved by the instructor prior to data collection/analysis.
 
The first two parts of this assignment will be submitted in Blackboard during week 3 so the instructor can check your progress and determine if the measure you have chosen is appropriate. The complete assignment including ALL parts will be uploaded to LiveText in week 8. The instructor will score the assignment using the rubric, and enter your grade into Blackboard.
 
Your write up must include detailed and thoughtful responses to the prompts provided, following APA Guidelines (an abstract is not necessary). Be sure to complete all three parts of this assignment and upload your completed assignment to LiveText in week 8.
 
Part One will be due as a draft worth 5 points in Week 3. The final version of this section will be worth 10 points.
 
1. Describe the student and why you chose him/her. Give complete/detailed information including, but not limited to: age, grade level (grade the student will go into), appearance, behavior, school attendance, achievement at school, strengths, weaknesses, etc. You must use a pseudonym for student confidentiality and must make a statement saying you have done so. (5 points)
 
2. Progress monitoring probes (5 points)
a.Describe the progress monitoring tool you plan to use.
b.Describe why you feel the chosen probe type is appropriate for your student.
c.Explain where you got your probes, or how you created them on your own. Provide the URL (web address) for where you found your probes or created them.
d.Provide the exact instructions you will read for the student and what you intend conditions of the assessments will be (at home, at school, noisy, quiet, lighting, temperature, etc.). 
e.Describe how you will establish a goal line for the student.

Part one

IMPORTANT: Note that your choice of CBM probe is critical. You must select an approved and standardized CBM measure such as a DIBELS sub-test, Easy CBM, etc. If you are using math as your subject area, then you must use the worksheet generator found on the CBM Warehouse. If you wish to use a different measure, it must be approved ahead of time by your instructor.
 
Part Two
It is recommended that you send a draft of your chart and graph to the instructor for feedback before submitting your final assignment in LiveText.

For questions 3 and 4, please use ChartDog or ChartDog 2.0 or some other charting/graphing program. There is an Excel graphing template available as well.
 
3.   Provide a chart/data table indicating the date and the total number correct. Be sure to turn in scans of all six scored probes. If you gave more than 6 probes related to this assignment, choose 6 representative probes.
a.   Sample Chart
4. Provide a graph of the results with a data line, a trend line, and a goal line indicated.
a. If you follow the directions provided, your graph will have a data line and a trend line, but you will need to hand draw or electronically add the goal line.
b. Here is a sample graph (next page). The blue dashed line is the trend line, the
black line is the data line, and the red line is the goal line. Remember that the goal line starts at the first data point and ends where the goal is for that student. Information about realistic goals/benchmark goals can be found in the course shell.
Note: All three lines must be present on your graph for full credit. If you use different colors than those above, you must provide a legend for your graph, indicating which color indicates which line. A sample graph is provided below.
 
Part Three
5. In-depth data analysis – at least 3 pages. Analyze the student’s CBM results carefully and thoroughly.
-What trends did you see in the errors and non-errors the student made and what do the errors mean? Use the information from the error analysis content presented in class to support your claims.
-What do these results tell you about the student’s abilities in the chosen assessment area?
-Describe the student’s behavior during each of the assessments. How do you feel his/her behavior impacted the results?
-Reflect on the process of giving these assessments - what went well, what improvements need to be made for future assessments?
-How could the results from this CBM inform instruction, RTI, interventions, and IEP goals? What areas of need are apparent from these assessment results?
-Do you feel continued progress monitoring in this academic area is necessary? Why or why not?
 
Option 2: Collecting and Analyzing Behavioral Data
 
If you use standard methods for collecting behavioral data, you must collect at least 6 data points. This data can either be collected during the term, or if you already use some type of behavioral data collection, you may use data that was collected at any time during this academic year.
 
You must use only one behavioral data type such as event, momentary time sample, partial interval, whole interval, latency, or duration recording. The data should be collected on the same behavior for all 6 data points.

Part two

For students in the ABA emphasis area, you may not use data or work from an ABA course for this assignment, You must collect new data. You can collect data on social skill acquisition, academic behavior (e.g., on task), or some other type of behavior.

Note: If you are unsure where to start for collecting behavioral progress monitoring data, please consult the Positive Environments, Network of Trainers website. There is an entire section devoted to progress monitoring for behavior under the Data collection section further down the page.
 
You will graph/chart the results, interpret them, and reflect on the student’s progress, and then discuss implications. You must monitor progress for six data points using any of the data collection types mentioned above. Each type is described in detail, along with sample data collection forms.
 
Your data collection type must be approved by the instructor prior to data collection/analysis.
The first two parts of this assignment will be submitted in Blackboard so the instructor can check your progress and determine if the measure you have chosen is appropriate. The complete assignment including ALL parts will be uploaded to LiveText in week 8. The instructor will score the assignment using the rubric, and enter your grade into Blackboard.
 
Your write up must include detailed and thoughtful responses to the prompts provided, following APA Guidelines (an abstract is not necessary). Be sure to complete all three parts of this assignment and upload your completed assignment to LiveText in week 8.
 
Part One will be due as a DRAFT worth 5 points in Week 3. The final version of this section will be worth 10 points.
 
1. Describe the student and why you chose him/her. Give complete/detailed information including, but not limited to: age, grade level (grade the student will go into), appearance, behavior, school attendance, achievement at school, strengths, weaknesses, relevant IEP goals, etc. You must use a pseudonym for student confidentiality and must make a statement saying you have done so.
 
2. Behavioral Data Collection Information
a.Describe the behavioral data type you plan to use
b.Describe the target behavior
c.Describe why you feel the chosen data collection type is appropriate for that target behavior.
d.Describe the conditions under which you anticipate collecting behavioral data
e.Describe how you will establish the goal line
 
Part Two
It is recommended that you send a draft of your chart and graph to the instructor for feedback before submitting your final assignment in LiveText.

For questions 3 and 4, please use ChartDog or ChartDog 2.0 or some other charting/graphing program. There is an Excel graphing template available as well.
 
3. Provide a chart/data table indicating the date and the information regarding behavioral data. Be sure to turn in scans of any related materials and data collection. If you collected data for more than 6 data points related to this assignment, choose 6 representative data points.

a. Sample Chart
4. Provide a graph of the results with a data line, a trend line, and a goal line indicated.
a. If you follow the directions provided, your graph will have a data line and a trend line, but you will need to hand draw or electronically add the goal line.
b.  Here is a sample graph (next page). The blue dashed line is the trend line, the
black line is the data line, and the red line is the goal line. Remember that the goal line starts at the first data point and ends where the goal is for that student. 

Note: All three lines must be present on your graph for full credit. If you use different colors than those above, you must provide a legend for your graph, indicating which color indicates which line. A sample graph is provided below.

 
Part Three
5. In-depth data analysis – at least 3 pages. Analyze the results carefully and thoroughly.
What trends do you see in the data that you collected?
What do these results tell you about the student’s behavior in the chosen assessment area?
Describe the student’s behavior during the assessments. How do you feel his/her behavior impacted the results?
Reflect on the data collection - what went well? What needs to be improved?
How could the results from this data collection inform instruction, RTI, interventions, and IEP goals? What areas of need are apparent from these assessment results?
No you feel continued data collection in this behavioral area is necessary? Why or why Not?