Chart #7 – Organizing and Participating in Class

Purpose / Chart #7 is a pre and post intervention chart used to document change in classroom organizational behaviors. This chart is used to determine the baseline levels of organization, as well as provide data on the overall effectiveness of an intervention.
Behaviors Investigated / Chart #7 investigates the organizational and preparedness behaviors of students who struggle with attendance, possession of materials, participations, and assignment completions. This data collection instrument can be used for students of all ages, and can be modified to meet the specific needs of individual students.
Directions / This instrument is used to collect data on pre- and post-interventions on organizational behaviors. To complete this chart, the teacher will rate the baseline organizational behaviors checking the appropriate box the likert-scale (1-3). Following the intervention, the teacher will complete the instrument again by marking the box indicating the data is post intervention and following the same procedures as in baseline. The overall assumption is that the student will improve in each of the pre-set categories. The optimal use of the instrument is in tandem with an intervention that focuses specifically on increasing organizational and participatory behaviors.


ORGANIZING AND PARTICIPATING IN CLASS

Name: ______

Date: ______

Setting: ______

3 = Most of the time

2 = Occasionally

1 = Rarely

Baseline Data ______Post Intervention Data ______

3 / 2 / 1
Attends Class
Brings Materials
Comes Prepared
Ask Appropriate Questions
Listens to Others
Begins Assignments on Time
Works Steadily
Contributes to Class Discussion
Accepts Criticism
Does Well on Tests

Intervention(s) ______

______

______

(Lovitt, 1991, p. 475)

ORGANIZING AND PARTICIPATING IN CLASS

Name: Diego Portray

Date: 11/11/11

Setting: Math Class

3 = Most of the time

2 = Occasionally

1 = Rarely

Baseline Data ___X_____ Post Intervention Data ______

3 / 2 / 1
Attends Class / X
Brings Materials / X
Comes Prepared / X
Ask Appropriate Questions / X
Listens to Others / X
Begins Assignments on Time / X
Works Steadily / X
Contributes to Class Discussion / X
Accepts Criticism / X
Does Well on Tests / X

Intervention(s) ______

______

______

(Lovitt, 1991, p. 475)

Lovitt, T. C. (1991). Preventing school dropouts: Tactics for at-risk, remedial, and mildly handicapped adolescents. Austin, TX: pro-ed.