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Artifact 1 - Data Collection

Artifact 1 - Data Collection

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Published by embry44

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Published by: embry44 on Mar 30, 2010
Copyright:Attribution Non-commercial


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Artifact and Reflection FormName
: Tiffany Embry
Artifact number
: 1
Title of artifact
: Data Collection spreadsheet
Course number and name
: MAT 723 Action Research
Type of artifact:
Teacher created spreadsheet
Write a brief description of the artifact
The data collection spreadsheet allows for input of an out-of-control incident. The spreadsheetconsists of the following column headings: student name, teacher, area, brief description of incident, time contacted, minutes student was out-of-control, time returned to classroom, andduration of out-of classroom. After a behavior incident occurs, I filled in information pertinentto the incident. This artifact allowed me to establish patterns in student behavior as well as if  patterns in circumstances.
Professional and/or Learner Outcomes Represented by this ArtifactRelate this artifact to your listed professional and/or learner outcomes.
Professional Outcomes
1. Teacher will spend less time out of the instructional environment taking care of out-of-control  student behavior Success Criterion: Teacher will be back in the instructional environment within 10 minutes of being called to an out-of-control behavior incident. Planned Artifact: Data Collection Spreadsheet 
The data collection spreadsheet allowed for documentation which made me as the teacher more aware of the amount of time that was spent out of classroom. When I started toanalyze the data I discovered that I was often taking unnecessary time getting back to theinstructional setting. I found that before I started keeping the data I would take muchlonger in the debriefing stage for minor incidences.
2. The number of out-of control behavior incidents requiring SCM will decrease.Success Criterion: Reduce students requiring SCM to 2 of 10 behavior incidents. Planned Artifact: Data Collection Spreadsheet, SBRT forms (district forms)
The data collection spreadsheet made me to see patterns with students who required SCM. I became more aware of how many times I was using SCM and in return made aconscience effort to deescalate before students got to the out-of-control point that theyneeded to be physically managed.
Learner Outcomes
1. Student who is verbally aggressive will de-escalate before teacher is required to use SCM Success Criterion: Student will de-escalate within 3 minutes of teacher intervention. Student will be able to participate in the behavior interview. Planned Artifact: student interview, data collection, behavior incident logs
The data collection spreadsheet allowed me to find calculate averages and analyze thedata of incidents when a student is verbally aggressive.
2. Student who is physically aggressive and requiring physical restraint will de-escalate.Success Criterion: Student will de-escalate within 5 minutes to the use of SCM.Success Criterion: Student will de-escalate within 5 minutes when SCM is used. Planned Artifact: student interview, data collection, behavior incident logs
The data collection spreadsheet allowed me to find calculate averages and analyze thedata of incidents when a student is verbally aggressive.
Report of Outcomes Attainment
The following table illustrates the outcomes after the data collection spreadsheet was analyzed.Average minutes teacher out of class15 minutesAverage minutes student “out-of-control” physical / requiring physical management17 minutesAverage minutes student “out-of-control”verbal / NOT requiring physical management4 minutesReoccurring studentsAndreand HelenaPattern of Area~ see behavior incident log artifactPattern of person (teacher, bus driver, etc.)~ see behavior incident log artifact
Reflection on the process
What does this artifact demonstrate as far as your learning?1.The data collection spreadsheet allowed me to become more aware of individualsituations. When I started to document each behavior incident, I also started toanalyze each incident and started to look for ways to create individualized plans.It became a “mission” for me to become more efficient. I have continued with myresearch and to continue keeping data as incidents occur.
What does it represent in relation to the changes you have made in your classroom?1.This artifact has made me change the way I respond and recover from a behavior incident. I have become more aware of the time I am out of my classroom as wellas the amount of time that the student is out of the instructional setting. Bymaking myself more aware of these things, I have increased my efficiency inresponding to out-of-control behavior situations.
Describe why you chose this artifact.1.I chose the data collection spreadsheet artifact because it was what I used todocument all of the severe behavior incidents that I was being called out of myclassroom to handle. It is a concrete piece of evidence that I was able to share
with administrators in my building as well as with my colleagues. When workingon behavior modifications for individual students, it allowed me to show theamount of time the student was out of the classroom, as well as the intensity of the behavior, i.e. if the student required physical management.
Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes.1. Candidates draw from their knowledge of education theory and research toundergird the formal and informal education processes that impact P-12 students’learning and the learning environment
I reviewed numerous research articles before I began this research project.From these articles, I devised a plan to use positive behavior supports toallow me to become more effective in my abilities in dealing with studentswho are exhibiting out-of-control behaviors. The data collectionspreadsheet allowed me to analyze these behaviors incidents objectivity. Iwas able to look at the numbers and reflect on the incident without havingemotional involvement. For example, before I started keeping thisspreadsheet, I thought I was being called out of my classroom more thanwhat I actually was. Keeping a systematic spreadsheet allowed me to seethe bigger picture. Denton states, “Students must know the educator isaddressing behavior rather than a personal attack” (Denton, 2008). The behavior became a starting point to looking at patterns.8.Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, andmeasuring and evaluating outcomes.
I identified a specific problem within my school, examined the research,created a plan, used the data collection spreadsheet to effectivelydocument my findings, implemented a plan, and analyzed/evaluated theoutcome. I plan to continue this documentation in my classroom and havealso shared my findings with my peers.
What does this artifact demonstrate about you as a teacher? Link what you found to the NBPTS Core Propositions1.Teachers are committed to students and their learning.
I chose this topic because I was spending numerous hours out of theinstructional/learning environment dealing with a student that was out-of-control. My students were missing out on material as well as the studentin crisis. I am committed to continuing this research project and documenteach incident so that I can make myself as well as my superiors aware of the amount of time I am not teaching. I believe that by keeping this datacollection spreadsheet, it will provide me the opportunity to show theadministration in my building concrete numbers of how student behavior is effecting out school.4.Teachers think systematically about their practice and learn from experience.
I continue to learn from this action research project. As stated numeroustimes in this reflection, keeping the documentation has allowed me to beaccountable for the amount of time out of the classroom. Just being

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