Pre/Mid/Post Test
I had to find something that would accurately measure how my students were increasing independence before, during, and at the end of my intervention. The students would not be able to accurately fill out a feelings chart or complete a pre, mid, and post test. So I decided to utilize the teachers. I created a rubric for each classroom teacher to fill out before, during and at the end of the intervention that measures how independently the student stays on task, transitions, and completes a task. At the end of the rubric I also asked the teachers to write about how they feel like the visual schedule is helping their students. This allows the students input to be put into consideration as well as the classroom teachers.
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Daily Independence Rubrics
I used daily rubrics for each student because every student has a different starting place and a different goal. I take data daily on their IEP goals so this was easy for me to track data. By using a rubric I am able to specifically tell where the student is and where they were. At the end of each week I added the scores together and divided them by the number of days we were in school that week. This gave me an average so that I was not just collecting data on a students’ good or bad day I was getting an accurate idea of where they were at during the week.
Anecdotal Notes
Anecdotal notes allow me to track students actions and how their independence is improving. I created a note taking sheet where I looked at how well a student was transitioning, staying on task, and completing tasks. Anecdotal notes allow me to write what the student has said or what their behavior looks like in order for me to track progress. It is also individualized because every student's behavior and actions are different.
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