- Example for Group activity – Student is participating in group activity with peers as assigned by teacher
- Example for Individual activity – Student is completing work on his/her own as assigned by the teacher
- Student specific definition:
1 = Attended 0-2 minutes (Attended little or none of the activity)
2=Attended 3-6 minutes (Attended ¼ of the activity)
3= Attended 7-9 minutes (Attended half of the activity)
4=Attended 10-12 minutes (Attended ¾ of the activity)
5= Attended 13-15 minutes (Attended all or the majority of the activity)
Target behavior / Minutes of time engaged out of 15 minutes / Date / 9/8/14 / 9/9/14 / 9/10/14 / 9/11/14 / 9/12/14 / 9/15/14 / 9/16/14 / 9/17/14Group or Indiv
(circle one)
Subject:
_Reading______
Gen Ed orSpec Ed
(circle one) / 13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1
Group or Indiv
(circle one)
Subject:
_Math______
Gen Ed or Spec Ed
(circle one) / 15- 13 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1
Instructions:
- Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction,that is problematicfor the student (i.e. student is rarely engaged)
- Start the timer as soon as you observe the student engaged in the activity
- When the student stops engaging, pause the timer
- When the student starts engaging, start the timer
- Continue pausing and starting the timer as needed until the activity has ended
- Based on the number of minutes showing on the timer, circle the number that corresponds
- Collect engagement data during this same classroom activity for 2-3 days across two consecutive weeks
- After every third data point, analyze the data; determine if engagement is improving or declining; and then, based on your analysis of the data, develop a corresponding plan
- For easier analysis, draw a line connecting each day and insert a phaseline when intervention is implemented or is changed
Data analysis:
Based on the past 3 data points, engagement is:
Doesn’t seem to understand the taskDoesn’t wait his turn
Doesn’t seem to like the taskDoesn’t seem to like group work
Task doesn’t involve preferred content Seems distracted by others
Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors
Low frustration toleranceDoesn’t seem to know how to comment on activity
Seems to want access to a particular item/activity that’s not available
Difficulty with transition (e.g. preferred to non-preferred activities)
Difficulty with change (e.g. change in curricula, subject, group formation, etc.)
Becomes easily upset by his/her own mistakes and errors
Other: ______
Plan of action:
Consider antecedent, teaching, and responding strategies
9-10-14: Reading- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into group activity
9-10-14: Math- Doesn’t seem to understand the task. Strategy: Made curriculum modifications
9-15-14: Reading and Math- Continued with current strategies given data show progress for both.
START, 2014