Building Engagement with Distance Learning
Data Collection Example: Josie
Which formative and summative assessments used to assess progress in the general education curriculum will be used to monitor progress for this student?
- Rubrics are used regularly across the day in Josie’s class. The general education teacher will create matching rubrics with support from the case manager based on Josie’s skills, participation, and goals in reading/language arts as well as for use during times where students are working within small groups. Josie’s responses to exit ticket questions will be recorded to understand content mastery as well as document consistent use of her AAC device. The entire class uses IXL reading and mathematics for specific instruction, and Josie will use them as well.
Is collecting data an option if it can be very straightforward and built into the daily routines?
- Josie’s family is very busy with two working parents and an older sibling who will also be home during distance learning. The family currently uses their phones for multiple purposes. Phones could be used for data collection purposes. The family also has a shared written family schedule on the refrigerator that could be easily adapted to include data collection reminders.
Are there goals that you will collect data on more or less frequently during distance learning?
- Josie’s family would like to prioritize her reading, mathematics, and consistent use of her AAC device to communicate across various people, places, and settings.
How can the data collection be streamlined and fit into the family’s schedule?
- The school team will monitor Josie’s use of IXL reading and mathematics online platforms during distance learning. The family does not need to do anything with these in terms of data collection. Once a week, a family member will use their phone to video Josie accessing grade-level content using a different means or different reading level (for example, answering questions after listening to a story being read on SeeSaw or reading a book on Tar Heel Reader that is simplified but focused on general education content). This video will be sent to the case manager to then share with other team members as an example of Josie’s participation. Additionally, the family will try to keep track of Josie’s use of her AAC device during a specific period of time of their choosing. They will write the data collection time on the family calendar (for example, when they are at the grocery store or at the dentist), and use tally marks to record the number of times she used it in that situation once they return home. They will take a picture of the monthly calendar at the end of the month and send it to the case manager to share across the team.