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Providing documentation

P – Providing Documentation

Documentation is an ABSOLUTE MUST!

Without documentation, there is no proof of student learning!

Documentation is collected to:

Look at current levels of performance and progress

Determine types of instructional strategies/ methodology needed

Determine future needs regarding educational program, instructional methodology, material adaptations, technology

Documentation Plan

Have a plan for documentation – the simpler, the better

Data does not need to be collected every single day, but does need to be collected on a consistent basis. Scheduled data collection times really help keep documentation on track.

Put a date on everything you document!

Documentation Plan

You are not alone! All educators who come into contact with the student need to be aware of the documentation plan and how to use it.

Train others to help with documentation efforts (e.g., paraprofessionals, students themselves, peer tutors, nurses, related service personnel).

Many Types of Documentation:

Data collection sheets

Photographs

Student work samples

Video taping/Audio taping

Anecdotal records

Data Collection Sheets

Can be commercially developed or teacher-made

Keep them simple and provide a key!

Ensure that the behavior being documented matches what is shown on the data collection sheet – AND – that the data sheets give accurate information

Keep accurate dates of the data collection periods

Data Sheet Example: Response Opportunity

Data Sheet Example: Multiple Skills

Data Sheet Example: Task Analysis/Level of Prompting

Student Work Samples

Student work samples can include completed worksheets, an actual product, or a photocopy or photograph of the product

On the work sample, have students write their name or label their work with either name stickers, name stamps/embossers, etc.

Captioning Work Samples:

Put name and date on the work sample

Give a short explanation of what the student was trying to achieve and evaluate the student’s performance

Be sure to “grade” the work sample to show what the student got right/wrong and/or provide an answer key

100%

w/ verbal prompts

3/12/06

After reading “The Grouchy Ladybug” story with a class of 2nd grade regular ed. peers and the librarian in the Media Center, Juan returned to the his classroom and had to identify the characters in the story through use of a graphic organizer. Juan made choices amongst a variety of Boardmaker picture symbols of animals and plants through direct selection. Juan correctly chose 7 of the animal creatures with verbal prompting from a peer helper (“Any more animals in the story?”) and then Juan glued the pictures on his worksheet independently.

Captioning Work Samples: (Continued)

Indicate the level of prompting required during the task

Include a statement regarding the student’s participation in the activity and types of assistive technology/material adaptations

Include interactions with others

Include settings in which the activity was performed

100%

w/ verbal prompts

3/12/06

Photographs

Photographs provide a visual documentation of a student participating in various aspects of an instructional task

Cameras are easily transportable across activities/settings.

Digital cameras give immediate feedback and allow for inexpensive printing of multiple copies of photographs

Captioning Photographs (Continued)

Date the pictures

Be sure the student

is in the picture

Take more than one

picture of the student

participating in various

aspects of the task

(make a series of

pictures)

10/6/05

Captioning Photographs (Continued)

Caption the pictures with

an explanation of what

the student is trying to

achieve in each picture

Include a statement

regarding how the student

is participating in the

activity

Include a statement

regarding the types of

assistive technology and

material adaptations used

during the task

McKenzie’s task is to sort nouns (names and pictures of persons in his school environment), verbs (words and pictures of actions that he does throughout the school day), and adjectives (color words and color cards) into their appropriate category on the table in his classroom. The pictures for the verbs are from Boardmaker Picture Communication Symbols; McKenzie utilizes photos of familiar persons as he originally learned to recognize these people through these pictures and now also reads their printed names without attached photos. Colors are identified in two ways: through the color cards McKenzie learned to recognize originally and with printed words. His classroom teacher gives McKenzie a card with one of the parts of speech and he reads the word and/or recognizes the photo/symbol or color then must decide in which category to place it. At the beginning of the activity McKenzie required modeled prompting (the teacher pointing to the rows as she scanned them verbally for McKenzie) but after a few trials, McKenzie sorted the parts of speech utilizing verbal prompting. McKenzie correctly sorted 15 of 20 cards (9 with modeled/verbal and 11 with verbal prompts.) (Continued on next slide)

10/6/05

Captioning Photographs (Continued)

Indicate the level of prompting required during the task

Include interactions with others

Include settings in which the activity was performed

Evaluate the student’s performance

10/6/05

McKenzie works on his daily journal activities in the computer lab with the computer specialist, his paraprofessional, and other 5th grade regular and special ed. peers. Using the same printed words from the morning sorting parts of speech activity, McKenzie must select the appropriate choice from an array of 3 words set out between the keyboard and monitor, to complete the cloze sentence in his electronic journal, e.g., “This morning I walked with ________.” Of the 3 choices, “red”, “Miss Donna”, and “color”, the correct answer is “Miss Donna”. McKenzie requires modeled and verbal prompting at the beginning of the activity (the adult pointing to the words while verbally scanning them) to complete the first 3 sentences, then needs partial physical prompting with modeled/verbal prompting to finish the last two sentences. Fatigue has set in at the end of the day. McKenzie also works on letter recognition by typing his word choices on the keyboard. McKenzie requires partial physical prompts to correctly type all words, except for the word, “and” which he types completely independently when the paraprofessional is turned away from him.

Video Taping/Audio Taping

Provides a “real life” look at the student actively participating in a task

Can be utilized when the task does not result in the completion of a work sample

Can be utilized to document participation that cannot be easily captured by a photograph

Scripting a Video/Audio Tape

Provide a script of what is happening in the task and what is being said (does not need to be a word for word translation)

Be sure to describe the student you are assessing (e.g., color of shirt, ponytail) on the video tape

Give a short explanation of what the student is trying to achieve

Brittany ( the young woman with long side-ponytail and beige knit sweater) is welcoming her Speech Therapist (Mrs. F.) to the classroom to participate in a survey. The class has worked on the book, “Flat Stanley” in language arts, social studies, and math and is completing a math survey on measurement. Brittany’s role in the survey is to use her assistive technology devices, a jelly bean head switch attached to a Step by Step multi-message communication device, to welcome classroom guests, ask if they would like to participate in a survey, explain the math survey, then direct them to another student in the class. Embedded IEP objectives include ask and answer questions, continue a conversation, give directions, utilize assistive technology devices.

(Continued on next slide)

Scripting a Video/Audio Tape (continued)

When Mrs. F. enters the classroom, Brittany activates her head switch with a touch cue to the cheek from her teacher to greet Mrs. F. The Speech Therapist returns the greeting and waits for Brittany to continue the conversation. After a few moments of wait time, Brittany independently pushes her head switch to continue the conversation with 2 more independent activations, to explain the “Flat Stanley Measurement Survey”, and to ask if Mrs. F. would like to participate in the survey. When Mrs. F. says “yes” and asks another question about the survey, Brittany gets excited and goes into a physical extension with her head and neck. During the course of the next 3 minutes, Brittany receives 4 more verbal prompts, 3 more touch cues to her cheek, then finally a partial physical prompt to her head to allow her to complete her conversation with Mrs. F. as Brittany’s body simply won’t relax on its own. Brittany’s two consecutive, independent activations of the jelly bean switch to continue the conversation with Mrs. F. showed excellent progress in reciprocity in communication as well as head/trunk control, as prior communication attempts required some level of prompting between switch activations.

Indicate the level of

prompting required

during the task

Include interactions

with others

Include settings in

which the activity

was performed

Evaluate

the student’s

performance

Anecdotal Records

Observations made by teacher, parents, other school- and non-school related adults

Indicates student use of skills in various environments and with different people (generalization)

Provides others with the opportunity to see the student participate in instructional activities

Documenting Anecdotal Records

Give a short explanation of what the student was trying to achieve

Describe the interactions with others

Include settings in which the observation was performed

Include a statement regarding the student’s participation during the observation

Documenting Anecdotal Records (continued)

Include types of assistive technology and material adaptations used

Indicate the level of prompting required during the observation

Provide specific information regarding amount of time involved

Evaluate the student’s performance

The Alignment Rubric

Documentation and Evaluation

Student: Gwen Dates: 9/15/06; 11/17/06; 2/2/07

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

Student Performance: Gwen will construct a bar graph by placing a tactile symbol representing a participant

response in the correct section of the graph, using a touch cue to move hand and release item.

Trials Survey 1 Survey 2 Survey 3

+ +



  

+ + +

+ +



 



+ + +

+ +



% correct

()

30%

40%

70%

Response Opportunity Data Sheet: Example 1

Additional Information:

Survey 1: Favorite Pizza (9/15/06)

Survey 2: Favorite Season (11/17/0 6)

Survey 3: Favorite Candy (2/2/07)

Key:

 - Correct (Gwen placed item to correct section of graph)

+ - Additional prompting needed (to assist in moving and placing item in correct

section of graph)

Student: Gwen Dates: 9/15/06; 11/17/06; 2/2/07

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

Student Performance: Gwen will construct a bar graph by placing a tactile symbol representing a participant response in the correct section of the graph, using a touch cue to move hand and release item.

Trials	Survey 1	Survey 2	Survey 3
1	+	+	
2			
3			
4	+	+	+
5	+	+	
6	+		+
7	+		
8		+	
9	+	+	+
10	+	+	
% correct (  )	30%	40%	70%

Response Opportunity Data Sheet: Example 1

Student: Gwen

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

CODE: I-independent V-verbal M-model P-physical assist

Steps:

20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9. Release object	P	P	P	V	V	I	P	P	V	I	I
8. Hold object while placing on graph	P	P	P	V	P	V	V	I	I	I	I
7. Take object from teacher	P	P	P	P	V	V	P	V	V	V	V
6. Stop at matching identifier	P	P	P	P	P	P	P	P	P	P	P
5. Touch identifiers on graph	P	P	P	P	P	P	P	P	P	P	P
4. Touch identifier on object	P	P	P	P	P	P	P	P	P	P	P
3. Give object to teacher	P	P	P	P	V	V	V	V	V	V	I
2. Pick and hold up object	P	P	P	V	I	I	P	V	I	I	I
1. Move hand toward tactile object	P	P	P	P	V	V	P	V	P	V	V
Dates	9/ 12	9/ 12	9/ 12	9/ 13	9/ 13	9/ 13	9/ 14	9/ 14	9/ 15	9/ 15	9/ 15

Task Analysis/Level of Prompting Data Sheet: Example 1

Student: Gwen Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

Student Performance: Gwen will count the number of responses for each item on a survey, then color the correct number of segments for each response to complete a bar graph.

Session	Favorite Pizza	Favorite Season	Weather days	Favorite Candy
	Count	Color	Count	Color	Count	Color	Count	Color
Item 1	P	P	P	P	P	P	V	M
Item 2	P	P	M	P	M	P	V	V
Item 3	M	P	V	M	M	M	(	V
Item 4	M	P	V	M	V	M	(	(
Item 5	M	P	V	M	V	M	(	(
% accuracy (( only)	0/5	0/5	0/5	0/5	0/5	0/5	3/5	2/5

Multiple Skill Data Sheet: Example 1

Key:

 - Correct (Gwen placed item to correct section of graph)

+ - Additional prompting needed (to assist in moving and placing item in correct section of graph)

Additional Information:

Survey 1: Favorite Pizza (9/15/06)

Survey 2: Favorite Season (11/17/06)

Survey 3: Favorite Candy (2/2/07)

Additional Information:

Gwen uses touch cues receptively. Therefore “V” indicates touch and verbal cue.

All prompts were given after initial touch cue.

Key:

( - Correct (no additional prompting needed)

V-verbal prompt/touch cue M-model P-physical assist

Additional Information:

Favorite Pizza (9/15/06): Item 1 – Pepperoni; Item 2 – Cheese; Item 3 – Ham; Item 4 – Hamburger; Item 5 - Combo

Favorite Season (11/17/06): Item 1 – Winter; Item 2 – Spring; Item 3 – Summer; Item 4 – Fall;

Item 5 – Likes every season

Weather Days (12/19/06): Item 1 – Sunny; Item 2 – Cloudy; Item 3 – Rainy; Item 4 – Snow;

Item 5 - Windy

Favorite Candy (2/2/07): Item 1 – M & Ms; Item 2 – Snickers; Item 3 – Skittles; Item 4 – Cry Babies;

Item 5 – Something else

Student: Gwen Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

Student Performance: Gwen will count the number of responses for each item on a survey, then color the

correct number of segments for each res ponse to complete a bar graph.

Session

Favorite Pizza Favorite

Season

Weather days Favorite

Candy

Count Color Count Color Count Color Count Color

Item 1

P P P P P P V M

Item 2

P P M P M P V V

Item 3

M P V M M M



Item 4

M P V M V M

 

Item 5

M P V M V M

 

accuracy

( only)

0/5

0/5 0/5 0/5 0/5 0/5 3/5 2/5

Multiple Skill Data Sheet : Example 1

Key:

 - Correct (no additional prompting needed)

V-verbal prompt/touch cue M-model P-physical assist

Additional Information:

Favorite Pizza (9/15/06): Item 1 – Pepperoni; Item 2 – Cheese; Item 3 – Ham; Item 4 – Hamburger;

Item 5 - Combo

Favorite Season (11/17/06): Item 1 – Winter; Item 2 – Spring; Item 3 – Summer; Item 4 – Fall;

Item 5 – Likes every season

Weather Days (12/19/06): Item 1 – Sunny; Item 2 – Cloudy; Item 3 – Rainy; Item 4 – Snow;

Item 5 - Windy

Favorite Candy (2/2/07): Item 1 – M & Ms; Item 2 – Snickers; Item 3 – Skittles; Item 4 – Cry Babies;

Item 5 – Something else

Student: Gwen Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07

Instructional Task: Organizes data in charts and tables, and constructs bar graphs using appropriate scales.

Student Performance: Gwen will count the number of responses for each item on a survey, then color the correct number of segments for each response to complete a bar graph.

Session	Favorite Pizza	Favorite Season	Weather days	Favorite Candy
	Count	Color	Count	Color	Count	Color	Count	Color
Item 1	P	P	P	P	P	P	V	M
Item 2	P	P	M	P	M	P	V	V
Item 3	M	P	V	M	M	M	(	V
Item 4	M	P	V	M	V	M	(	(
Item 5	M	P	V	M	V	M	(	(
% accuracy (( only)	0/5	0/5	0/5	0/5	0/5	0/5	3/5	2/5

Multiple Skill Data Sheet: Example 1

Key:

( - Correct (no additional prompting needed)

V-verbal prompt/touch cue M-model P-physical assist

Additional Information:

Favorite Pizza (9/15/06): Item 1 – Pepperoni; Item 2 – Cheese; Item 3 – Ham; Item 4 – Hamburger; Item 5 - Combo

Favorite Season (11/17/06): Item 1 – Winter; Item 2 – Spring; Item 3 – Summer; Item 4 – Fall;

Item 5 – Likes every season

Weather Days (12/19/06): Item 1 – Sunny; Item 2 – Cloudy; Item 3 – Rainy; Item 4 – Snow;

Item 5 - Windy

Favorite Candy (2/2/07): Item 1 – M & Ms; Item 2 – Snickers; Item 3 – Skittles; Item 4 – Cry Babies;

Item 5 – Something else

Anecdotal Data

Student Name: Rachel D. Grade: 7

Standard: 7R1: Utilizing informational text, student will identify and use knowledge of common graphic

features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, ca ptions, illustrations)

Activity: R. will utilize graphics/illustrations to make purchases at the grocery store.

10/5/05

9:45 am –

10:30 am

Mrs. T

(para)

Shopping for lunch items at the grocery store, Rachel had a picture list

of 6 items to purchase. She pushed a cart through the store while

looking at the shelves. After 5 minutes of walking but not choosing any

items, Mrs. T. led R. to the correct aisle for the first item (tuna fish) and

used a modeled prompt a s well as the picture on the list to help R. match

the picture to the item for purchase. The same scenario occurred for the

other 5 items on R.’s picture list. When the list was completed, Rachel

independently walked to the register and unloaded her cart. She needed

modeled prompting to pay the correct number of dollar bills.

10/12/05

9:50 am –

10:30 am

Mrs. M

(teacher)

Shopping for 3 lunch items a t the grocery store, Rachel carried a basket

for her items. Rachel put 3 picture cards with labels f rom specific

grocery items (tuna, English muffins, mozzarella cheese) pasted onto the

cards into her basket. Mrs. M. showed R. a number (visual prompt) that

indicated the aisle number for the first item (tuna). R. recognized the

number and independently walked to the correct aisle. Holding her

card, R. scanned the aisle for the matching tuna but still required a

visual prompt from Mrs. M. to get to the right area of the aisle. Once

there, R. was able to match the picture label to the label on the can to

independently choose the correct item (tuna). The same scenario was

repeated for the other two items, with R. moving to the correct aisle

when shown the aisle number, then needing assistance in finding the

correct area of the aisle, then finding the item using her label card.

When the list was completed, Rachel independently walked to the

the correct number of dollar bills.

10/19/05

9:45 am-

10:30 am

Mrs. T

(para)

R. shopped for same 3 items as the previous week with the number of

the correct aisle sticky-noted to each picture label card in her basket. R.

independently located the correct aisle, found the right area of the aisle,

and independently chose the 3 items, matching the picture label cards to

the individual items. When the list was completed, Rachel

independently walked to the register and unloaded her basket. She

needed modeled prompting to pay the correct number of dollar bills.

Observer

Date

Observation

Anecdotal Data

Student Name: Rachel D. Grade: 7

Standard: 7R1: Utilizing informational text, student will identify and use knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations)

Activity: R. will utilize graphics/illustrations to make purchases at the grocery store.

image1

10/5/05

9:45 am – 10:30 am

Mrs. T

(para)

Shopping for lunch items at the grocery store, Rachel had a picture list of 6 items to purchase. She pushed a cart through the store while looking at the shelves. After 5 minutes of walking but not choosing any items, Mrs. T. led R. to the correct aisle for the first item (tuna fish) and used a modeled prompt as well as the picture on the list to help R. match the picture to the item for purchase. The same scenario occurred for the other 5 items on R.’s picture list. When the list was completed, Rachel independently walked to the register and unloaded her cart. She needed modeled prompting to pay the correct number of dollar bills.

10/12/05

9:50 am – 10:30 am

Mrs. M

(teacher)

Shopping for 3 lunch items at the grocery store, Rachel carried a basket for her items. Rachel put 3 picture cards with labels from specific grocery items (tuna, English muffins, mozzarella cheese) pasted onto the cards into her basket. Mrs. M. showed R. a number (visual prompt) that indicated the aisle number for the first item (tuna). R. recognized the number and independently walked to the correct aisle. Holding her card, R. scanned the aisle for the matching tuna but still required a visual prompt from Mrs. M. to get to the right area of the aisle. Once there, R. was able to match the picture label to the label on the can to independently choose the correct item (tuna). The same scenario was repeated for the other two items, with R. moving to the correct aisle when shown the aisle number, then needing assistance in finding the correct area of the aisle, then finding the item using her label card. When the list was completed, Rachel independently walked to the register and unloaded her basket. She needed modeled prompting to pay the correct number of dollar bills.

10/19/05

9:45 am- 10:30 am

Mrs. T

(para)

R. shopped for same 3 items as the previous week with the number of the correct aisle sticky-noted to each picture label card in her basket. R. independently located the correct aisle, found the right area of the aisle, and independently chose the 3 items, matching the picture label cards to the individual items. When the list was completed, Rachel independently walked to the register and unloaded her basket. She needed modeled prompting to pay the correct number of dollar bills.

Date

Observer

Observation

Anecdotal Data

Student Name: Rachel D. Grade: 7

Activity: R. will utilize graphics/illustrations to make purchases at the grocery store.

image1

10/5/05

9:45 am – 10:30 am

Mrs. T

(para)

10/12/05

9:50 am – 10:30 am

Mrs. M

(teacher)

10/19/05

9:45 am- 10:30 am

Mrs. T

(para)

Date

Observer

Observation

Dimension Not Evident Minimal Satisfactory Exceptional

Documentation and

evaluation of student

progress and determination

of future instruction

Student demonstrates little

progress (e.g., increased

accuracy, decreased

prompting, increased

complexity) within targeted

general education standards

and/or on IEP objectives.

Student performance within

aligned activities is not

documented. Current

student performance is not

considered when

determining future

instruction. A plan for

future skills to be instructed

is not evident.

Student demonstrates some

progress (e.g., increased

accuracy, decreased

prompting, increased

complexity) within targeted

general education standards

and/or on IEP objectives.

Student performance is

documented on an

unplanned, intermittent

basis (e.g., data collection

sheets, anecdotal records,

student work samples,

video tapes, and/or

photographs.) The

documentation is

considered when

determining future

instruction, but a clear plan

for future skills to be

instructed is not evident.

Student demonstrates

reasonable progress (e.g.,

increased accuracy,

decreased prompting,

increased complexity)

within targeted general

education standards and/or

on IEP objectives.

A plan for documentation of

student performance is

evident, based upon the

skill and needs of the

student (e.g., data collection

sheets, anecdotal records,

student work samples,

video tapes, and/or

photographs.) The

documentation provides the

basis for decisions on

instructional methodology,

use of materials, and future

instruction. There is a clear

plan for future skills to be

instructed, based upon

current performance,

anticipated needs, and

logical outcomes.

Student demonstrates

exceptional progress (e.g.,

increased accuracy,

decreased prompting,

increased complexity)

within targeted general

education standards and/or

on IEP objectives.

A plan for documentation

of performance is evident

based upon the skill and

needs of the student (e.g.

data collection sheets,

anecdotal records, student

work samples, video tapes,

and/or photographs) as well

as parent input, student

input, transition plans and

other curriculum as needed.

All personnel who provide

instruction to the student

are familiar with the

documentation plan,

rationale, and procedures.

The documentation

provides the basis for

decisions on instructional

methodology, materials,

and future instruction. A

clear plan provides for

future skill instruction

based upon performance,

needs, and logical outcomes.

Not Evident

Minimal

Satisfactory

Exceptional

Documentation and evaluation of student progress and determination of future instruction

Student demonstrates little progress (e.g., increased accuracy, decreased prompting, increased complexity) within targeted general education standards and/or on IEP objectives.

Student performance within aligned activities is not documented. Current student performance is not considered when determining future instruction. A plan for future skills to be instructed is not evident.

Student demonstrates some progress (e.g., increased accuracy, decreased prompting, increased complexity) within targeted general education standards and/or on IEP objectives.

Student performance is documented on an unplanned, intermittent basis (e.g., data collection sheets, anecdotal records, student work samples, video tapes, and/or photographs.) The documentation is considered when determining future instruction, but a clear plan for future skills to be instructed is not evident.

Student demonstrates reasonable progress (e.g., increased accuracy, decreased prompting, increased complexity) within targeted general education standards and/or on IEP objectives.

A plan for documentation of student performance is evident, based upon the skill and needs of the student (e.g., data collection sheets, anecdotal records, student work samples, video tapes, and/or photographs.) The documentation provides the basis for decisions on instructional methodology, use of materials, and future instruction. There is a clear plan for future skills to be instructed, based upon current performance, anticipated needs, and logical outcomes.

Student demonstrates exceptional progress (e.g., increased accuracy, decreased prompting, increased complexity) within targeted general education standards and/or on IEP objectives.

A plan for documentation of performance is evident based upon the skill and needs of the student (e.g. data collection sheets, anecdotal records, student work samples, video tapes, and/or photographs) as well as parent input, student input, transition plans and other curriculum as needed. All personnel who provide instruction to the student are familiar with the documentation plan, rationale, and procedures. The documentation provides the basis for decisions on instructional methodology, materials, and future instruction. A clear plan provides for future skill instruction based upon performance, needs, and logical outcomes.