Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom
  • 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 / 9/17/14
Group 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 taskDoesn’t wait his turn

 Doesn’t seem to like the taskDoesn’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 toleranceDoesn’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