Special Education Case Manager Data Collection Systems

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 Special Education Case Manager 
Data Collection Systems


"Special Education case manager" is synonymous with detail-oriented, paperwork, and organization systems. I'm sure there are some Type Bs among us, but in Special Ed, there are always SO MANY things to juggle. Many of them are paper-based or on a spreadsheet.

Here I hope to share some of the data collection systems that I have developed over the last 19 years. While I'm always tweaking the systems, for the most part, they're pretty effective (and efficient!).

IEP Goal Data Collection

Academic Data
For academic data, I use a Google sheets document. The master tab includes a caseload list with exceptionality, teacher, and related services. Then there are 3 other tabs for testing accommodations (district-wide, statewide, and WIDA), and each student has his/her own tab with their IEP goals.


This document is shared among all paras, and this is where we record student data.
We aim to collect one data point for each goal monthly at a minimum. It is difficult to collect many more data points per month while also providing instruction with fidelity. Fluency is one area where I typically am able to collect at least 2 data points per month.



However, if the IEP goal specifies frequency of data collection, make sure you're following that protocol!
On this IEP Goal Data document, I review data at least once per month; that way I am able to ask paras clarifying questions. By reviewing more frequently than progress reporting periods, I have found misunderstandings with the way goal data is being collected or the way goal instruction is being provided. 
It's better to intervene early than realize at progress reporting time!

Social/Behavioral/Adaptive Goals
It is my preference to make binders or clipboards with paper copies of data sheets for social, adaptive, and behavior goals. Often this data is collected throughout the day, so it is easier for me to have quick access to these data sheets.
For 1:1 paras (or if other paras are assigned to students for social/behavior/adaptive instruction and data collection during the school day), I give them the binders or clipboards for daily data collection, and I check those data sheets once per month at a minimum.
Typically, for social/emotional/behavioral data, I make sure there's a level of prompting data point, for 2 reasons: 1) It helps me to know the level of support required for the student to perform the skill and 2) I hope it allows the paraeducator an opportunity to reflect and not over-prompt when teaching students a skill.



ESY Data Collection

It is important to calendar ESY qualification data collection in the periods prior to Winter Break and Spring Break, specifically for regression with recoupment. If we take data prior to these breaks, we must take data immediately following the breaks to monitor for regression and then to see how long it takes students to recoup those skills.

Baseline Data for IEP Draft/New Annual IEP

As I am collecting baseline data for a new IEP or projecting new goals, I first write down the current goals and record student progress.
If the student has achieved the goal, I use knowledge of skill progression or related grade level standards (noted in this previous blog post about aligning goals to CCSS) to determine which skills to assess. 
After determining which skills to assess, I collect activities or assessments that will give me baseline data. If students do well, I assess a different skill. If they don't, that lets me know it's an appropriate goal - AND I already have my baseline data. 
Often, paraeducators help me collect this data. I pull the assessments and they give them. This practice is SO helpful! It is worth noting too, though, that I must know exactly what supports were given and how they were used. Specific instructions for how these assessments are to be administered are so important because I also include that information in present levels. (For example, did the student use the multiplication table? Were they able to use it independently? Did they determine whether it was appropriate to use the 100s number table or multiplication table independently? Did the para have to prompt using a math aid? Did they know multiplication facts without use of the math aid? How long did it take them to complete the task? Were they distracted?)


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