Transcript Emotional Intelligence

August 2012
Laurene Beto
Annie Kretowicz
Taura Anderson
Find a partner
 Note partner’s appearance
 Turn your back to your partner and
change 5 things about your
appearance
 Take turns identifying what you see
as changes in your partners
appearance

Why use data collection tools

Can use data collection not just
for student progress on goals,
but also for problem solving

Important to have team
communication

 Paraeducators
will learn from the classroom
teacher the student goals for specific
lessons.
 Paraeducators will learn from the teacher
the instructional strategy that they will use
with a student during a lesson.
 Paraeducators will learn from the teacher
how student performance data will be
collected during the lesson.
 Paraeducators will communicate with the
classroom teacher about student
performance after the lesson.
How long the behavior occurs.
 Behaviors that have a clear beginning and
end and occur over a span of time.
 You can either work on increasing or
decreasing the amount of time a behavior is
displayed.
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Story Narrative
Portfolio (Work Samples)
Multiple Trial Checklist
Rating Scales
 Goal:
Suzie will be observed to initiate a 2-3
word utterance with her friends 3 x’s during
a 5 minute play session 4 out of 5 school
days.
 Tool:
Narrative Story
Why:
 Goal:
Given a variety of small pieces of
paper and loop handled scissors, Jon will
independently make at least 5 snips along
the edge of at least one paper 4 out of 5
school days.
 Tool:
Portfolio (Work Samples)
Why
:
 Goal:
Given 5 red and 5 yellow counting
bears, a red dish and a yellow dish, Hien will
independently sort red bears from yellow
bears with 80% accuracy when requested 4
out of 5 days.
 Tool:
Multiple Trials
Why
:
 Goal:
Veronica when given a visual schedule
will complete a 2 step direction associated
with her daily routines with 80% accuracy.
 Tool:
Rating Scale
Why
:
Read your goal
 As a group decide which data
collection tool would be best to use
 Make a sample of what the tool
would look like
 Why did your group decide on that
tool?

When we talk about
data collection…
Read the practice sheet
 As you watch the video, jot down
what you see in the notes section
 Check each area as mastered, some
emerging or not observed
 See how well our group calibrated
our results

A
plan to share data collection tools
with classroom staff
 A definition of calibration and
examples of how to develop
calibration in your classroom
 A plan to share what you know
about when to use particular tools
to measure progress towards certain
goals
Giving feedback
that helps all classroom
staff know how well
Students are learning