Module 5: Lesson 5 – Readings Reflection

Step 1: Determine the observation intervals
Decide on the length of the observation intervals (e.g., 5 minutes, 10 minutes). Ensure the interval length allows for adequate sampling and is feasible in the classroom setting.

Step 2: Identify the target behavior
Define the specific behavior to be recorded as on-task behavior (e.g., looking at the teacher, actively participating in class activities).

Step 3: Prepare the observation materials
Create or obtain observation sheets or a data collection app to record the presence or absence of on-task behavior at the end of each interval. Make sure materials are easily accessible during observations.

Step 4: Conduct the observations
Begin the session at the predetermined start time. At the end of each interval, observe whether the student is on-task at that specific moment. Record the observation as on-task or off-task using the designated method.

Step 5: Analyze and interpret the data
Review the data to calculate the percentage of intervals with on-task behavior. Graph the data daily and look for patterns related to time of day, subjects, or activities.

In a middle school classroom, Ms. Johnson, a special education teacher, is measuring on-task behavior for Alex, a student who struggles with focus. She uses momentary time sampling, defining on-task behavior as looking at the teacher, participating in class discussions, following instructions, or working on tasks.

Ms. Johnson selects 5-minute intervals for observation. At the end of each interval, she scans the classroom and records whether Alex is on-task. She repeats this throughout the day, recording her data discreetly.

At day’s end, she calculates that Alex was on-task for 65% of intervals. She notes that this varies by subject and time of day. With this data, Ms. Johnson can make informed decisions on strategies or accommodations to support Alex’s engagement, which she discusses with his support team and uses to inform his IEP.