Graph as You Go: Practitioner-Friendly Data Collection and Analysis.
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| Title: | Graph as You Go: Practitioner-Friendly Data Collection and Analysis. |
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| Authors: | Whiteside, Erinn E.1 (AUTHOR) erinnwhiteside@tamu.edu |
| Source: | Teaching Exceptional Children. Jan2026, Vol. 58 Issue 3, p186-193. 8p. |
| Subject Terms: | *Individualized education programs, *Data-based decision making in education, *Academic support programs, *Formative evaluation, *Special education, Data visualization, Acquisition of data |
| Abstract: | The article focuses on the "Graph as You Go" data collection method, a formative assessment tool designed to help teachers systematically monitor and analyze student progress on individualized education program (IEP) goals. This method supports educators, particularly in special education, by providing a simple, visual way to record correct and incorrect responses for discrete or task-analyzed skills, facilitating data-driven instructional decisions. Through step-by-step guidance and classroom vignettes, the article illustrates how teachers can prepare, implement, analyze, and share data using this tool to individualize instruction, identify learning barriers, and engage students and families in the progress-monitoring process. The approach aligns with high-leverage practices recommended by the Council for Exceptional Children and addresses common challenges teachers face with data collection and reporting. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the "Graph as You Go" data collection method, a formative assessment tool designed to help teachers systematically monitor and analyze student progress on individualized education program (IEP) goals. This method supports educators, particularly in special education, by providing a simple, visual way to record correct and incorrect responses for discrete or task-analyzed skills, facilitating data-driven instructional decisions. Through step-by-step guidance and classroom vignettes, the article illustrates how teachers can prepare, implement, analyze, and share data using this tool to individualize instruction, identify learning barriers, and engage students and families in the progress-monitoring process. The approach aligns with high-leverage practices recommended by the Council for Exceptional Children and addresses common challenges teachers face with data collection and reporting. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251346716 |
