This most common form of data collection is the Tally Mark data sheet. This type of behavior sheet is not wrong to use. It can give the teacher many different ideas to improve the instruction for their students. However, simply including the tally marks can cause teachers to run in circles when determining what instructional strategies students need to improve acquisition. Take a look at the data sheet below:
Concept: Concept is the blank for the teacher to determine the overall goal of the intervention. The goal should be descriptive of the individual type of instruction task. For example, 'Language Arts' is not descriptive, it should breakdown the skill into individual instructional tasks. A descriptive Concept would look like, 'Develop 3-Word Sentences'.
Description of Task Being Measured: The task description must be very specific to when, where, and how the Description of Task Being Measured. An example of a descriptive task is, 'Student will create and compose a three word sentence in during small group instruction with no more than 2 prompts.
Baseline: Give the students a 5 trial of the instructional task. Then complete the average of that task trial, and use that information as your baseline information .
Rec. & Exp. - Teachers will circle whether they are instructing the task receptively (by having the student point or show the teacher the correct answer) or expressively (by having the student orally give the answers.)
Date - The date will be use to determine, not only how long it takes the student to complete the task, but it will also give the teacher the idea of who the student is being successful or not successful with certain locations and/or staff members. (paraprofessionals, teacher assistants, teachers, parent volunteers, etc.)
Correct: This section is for the number of correct times the student completes the task. In this example a tally would be made for every independent 3-word sentence the student completes.
Incorrect: This section is for the number of correct times the student completes the task incorrectly. In this example a tally would be made for every independent 3-word sentence the student completes incorrectly.
-Suggestion - When using the data sheet, 5 trials per seating shows the students true understanding of the concept.
Average: The average will be determined each time the trials are completed by taking the correct number of the trials and dividing that number by five.
Behavior Observation: This is one of the most important parts of this instructional data sheet. Teachers can use the blank to describe students behaviors, strategies that did or did not work, etc. This information will allow anyone who is working with the students to have upfront information about what instructional tips work for that student.
Maintenance: At this point the teacher has either filled the data sheet or the student has met the goal for consecutive trails on three different data days. If they students had completed this goal, then the task will go into maintenance. (Please see the post on maintenance data collection.)
If not, students will continue the same goal on an additional tally sheet.
The data tally sheet works well with any academic instructional task. The importance of using data collection sheets, such as the one above, is key to understanding the instructional needs of your students and how to academically move them forward.
Don't forget - Comments and questions are always welcome! We need to move our students forward academically together.
Thanks for stopping by,
Emily
Description of Task Being Measured: The task description must be very specific to when, where, and how the Description of Task Being Measured. An example of a descriptive task is, 'Student will create and compose a three word sentence in during small group instruction with no more than 2 prompts.
Baseline: Give the students a 5 trial of the instructional task. Then complete the average of that task trial, and use that information as your baseline information .
Rec. & Exp. - Teachers will circle whether they are instructing the task receptively (by having the student point or show the teacher the correct answer) or expressively (by having the student orally give the answers.)
Date - The date will be use to determine, not only how long it takes the student to complete the task, but it will also give the teacher the idea of who the student is being successful or not successful with certain locations and/or staff members. (paraprofessionals, teacher assistants, teachers, parent volunteers, etc.)
Correct: This section is for the number of correct times the student completes the task. In this example a tally would be made for every independent 3-word sentence the student completes.
Incorrect: This section is for the number of correct times the student completes the task incorrectly. In this example a tally would be made for every independent 3-word sentence the student completes incorrectly.
-Suggestion - When using the data sheet, 5 trials per seating shows the students true understanding of the concept.
Average: The average will be determined each time the trials are completed by taking the correct number of the trials and dividing that number by five.
Behavior Observation: This is one of the most important parts of this instructional data sheet. Teachers can use the blank to describe students behaviors, strategies that did or did not work, etc. This information will allow anyone who is working with the students to have upfront information about what instructional tips work for that student.
Maintenance: At this point the teacher has either filled the data sheet or the student has met the goal for consecutive trails on three different data days. If they students had completed this goal, then the task will go into maintenance. (Please see the post on maintenance data collection.)
If not, students will continue the same goal on an additional tally sheet.
The data tally sheet works well with any academic instructional task. The importance of using data collection sheets, such as the one above, is key to understanding the instructional needs of your students and how to academically move them forward.
Don't forget - Comments and questions are always welcome! We need to move our students forward academically together.
Thanks for stopping by,
Emily
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