You are on page 1of 5

Artifact and Reflection Form

Name: 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 spreadsheet
consists 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, and
duration of out-of classroom. After a behavior incident occurs, I filled in information pertinent
to 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 Artifact

Relate 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 to
analyze the data I discovered that I was often taking unnecessary time getting back to the
instructional setting. I found that before I started keeping the data I would take much
longer 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 a
conscience effort to deescalate before students got to the out-of-control point that they
needed 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 the
data 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 the
data 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 class 15 minutes

Average minutes student “out-of-control” 17 minutes
physical / requiring physical management
Average minutes student “out-of-control” 4 minutes
verbal / NOT requiring physical management
Reoccurring students Andre’ and Helena
Pattern of Area ~ see behavior incident log artifact
Pattern 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 individual
situations. When I started to document each behavior incident, I also started to
analyze 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 my
research 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 well
as the amount of time that the student is out of the instructional setting. By
making myself more aware of these things, I have increased my efficiency in
responding 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 to
document all of the severe behavior incidents that I was being called out of my
classroom 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 working
on behavior modifications for individual students, it allowed me to show the
amount 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 to
undergird 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 to
allow me to become more effective in my abilities in dealing with students
who are exhibiting out-of-control behaviors. The data collection
spreadsheet allowed me to analyze these behaviors incidents objectivity. I
was able to look at the numbers and reflect on the incident without having
emotional involvement. For example, before I started keeping this
spreadsheet, I thought I was being called out of my classroom more than
what I actually was. Keeping a systematic spreadsheet allowed me to see
the bigger picture. Denton states, “Students must know the educator is
addressing 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, and
measuring and evaluating outcomes.
 I identified a specific problem within my school, examined the research,
created a plan, used the data collection spreadsheet to effectively
document my findings, implemented a plan, and analyzed/evaluated the
outcome. I plan to continue this documentation in my classroom and have
also shared my findings with my peers.
• What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions
1. Teachers are committed to students and their learning.
 I chose this topic because I was spending numerous hours out of the
instructional/learning environment dealing with a student that was out-of-
control. My students were missing out on material as well as the student
in crisis. I am committed to continuing this research project and document
each 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 data
collection spreadsheet, it will provide me the opportunity to show the
administration 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 numerous
times in this reflection, keeping the documentation has allowed me to be
accountable for the amount of time out of the classroom. Just being
aware, has permitted me to make smarter decisions and to look at the
student’s behavior rather than the student.

Anderson, C. M., & Kincaid, D. (2005). Applying Behavior Analysis to School
Violence and Discipline Problems: Schoolwide Positive Behavior Support.
Behavior Analyst, 28(1), 49-63.

Denton, P. (2008). The Power of Words. Educational Leadership, September, 28-31.

Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing
Behavior problems in the elementary school classroom. IES practice guide. What
Works Clearinghouse,

Jones, V. & Jones, L. (2007). Comprehensive classroom management. Boston, MA: Pearson

Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom.
Belmont, CA: Wadsworth Publishing Company.

Myles, B.S., & Simpson, R.L. (1994). Prevention and management

considerations for aggressive and violent children and youth. Education &
Treatment of Children, 17, 370-384

Reiss, S. (2005). Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific

Issues. [References] (Vol. 28): Behavior Analyst.

Steiger, L.K. (1987). Nonviolent Crisis Intervention: A program focusing on

management of disruptive, assaultive, or out-of-control behavior.
Brookfield, WI: National Crisis Prevention Institute.

Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Practices,
pitfalls,and promises Effective School Practices, 17, 10-22.

Swift, J.N., & Gooding, T. (1983). Interaction of wait time feedback and questioning instruction
on middle school science teaching. Journal of Research in Science Teaching, 20(B), 721-

Tobin, K.G. (1980). The effect of an extended teacher wait-time on science achievement.
Journal of Research in Science Teaching, 17, 469-475

Walker, H.M., & Walker, J.E. (1991). Coping with non-compliance in the
classroom: A positive approach for teachers. Austin, TX: Pro-Ed, Inc.

Webber, J. & Scheuermann, B. (1991). Accentuate the positive: Eliminate

the negative! Teaching Exceptional Children, 24(1), 13-19.

Weiss, N., & Knoster, T. (2008, January 1). It May Be Nonaversive, but Is It a Positive
Approach? Relevant Questions to Ask throughout the Process of Behavioral
Assessment and Intervention. Journal of Positive Behavior Interventions, 10(1),

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press