Providing documentation P – Providing DocumentationDo.docx

Providing documentation
P – Providing Documentation
Documentation is an ABSOLUTE MUST!
Without documentation, there is no proof of student learning!
Documentation is collected to:
Look at current levels of performance and progress
Determine types of instructional strategies/ methodology needed
Determine future needs regarding educational program,
instructional methodology, material adaptations, technology
Documentation Plan
Have a plan for documentation – the simpler, the better
Data does not need to be collected every single day, but does
need to be collected on a consistent basis. Scheduled data
collection times really help keep documentation on track.
Put a date on everything you document!
Documentation Plan
You are not alone! All educators who come into contact with

the student need to be aware of the documentation plan and how
to use it.
Train others to help with documentation efforts (e.g.,
paraprofessionals, students themselves, peer tutors, nurses,
related service personnel).
Many Types of Documentation:
Data collection sheets
Photographs
Student work samples
Video taping/Audio taping
Anecdotal records
Data Collection Sheets
Can be commercially developed or teacher-made
Keep them simple and provide a key!
Ensure that the behavior being documented matches what is
shown on the data collection sheet – AND – that the data sheets
give accurate information
Keep accurate dates of the data collection periods

Data Sheet Example:
Response Opportunity
Data Sheet Example:
Multiple Skills
Data Sheet Example:
Task Analysis/Level of Prompting
Student Work Samples
Student work samples can include completed worksheets, an
actual product, or a photocopy or photograph of the product
On the work sample, have students write their name or label
their work with either name stickers, name stamps/embossers,
etc.
Captioning Work Samples:
Put name and date on the work sample
Give a short explanation of what the student was trying to
achieve and evaluate the student’s performance
Be sure to “grade” the work sample to show what the student
got right/wrong and/or provide an answer key

100%
w/ verbal prompts
3/12/06
After reading “The Grouchy Ladybug” story with a class of 2nd
grade regular ed. peers and the librarian in the Media Center,
Juan returned to the his classroom and had to identify the
characters in the story through use of a graphic organizer. Juan
made choices amongst a variety of Boardmaker picture symbols
of animals and plants through direct selection. Juan correctly
chose 7 of the animal creatures with verbal prompting from a
peer helper (“Any more animals in the story?”) and then Juan
glued the pictures on his worksheet independently.
Captioning Work Samples: (Continued)
Indicate the level of prompting required during the task
Include a statement regarding the student’s participation in the
activity and types of assistive technology/material adaptations
Include interactions with others
Include settings in which the activity was performed

100%
w/ verbal prompts
3/12/06
After reading “The Grouchy Ladybug” story with a class of 2nd
grade regular ed. peers and the librarian in the Media Center,
Juan returned to the his classroom and had to identify the
characters in the story through use of a graphic organizer. Juan
made choices amongst a variety of Boardmaker picture symbols
of animals and plants through direct selection. Juan correctly
chose 7 of the animal creatures with verbal prompting from a
peer helper (“Any more animals in the story?”) and then Juan
glued the pictures on his worksheet independently.
Photographs
Photographs provide a visual documentation of a student
participating in various aspects of an instructional task
Cameras are easily transportable across activities/settings.
Digital cameras give immediate feedback and allow for
inexpensive printing of multiple copies of photographs

Captioning
Photographs
(Continued)
Date the pictures
Be sure the student
is in the picture
Take more than one
picture of the student
participating in various
aspects of the task
(make a series of
pictures)
10/6/05
10/6/05
Captioning
Photographs (Continued)
Caption the pictures with
an explanation of what
the student is trying to
achieve in each picture
Include a statement
regarding how the student
is participating in the
activity
Include a statement
regarding the types of

assistive technology and
material adaptations used
during the task
McKenzie’s task is to sort nouns (names and pictures of persons
in his school environment), verbs (words and pictures of actions
that he does throughout the school day), and adjectives (color
words and color cards) into their appropriate category on the
table in his classroom. The pictures for the verbs are from
Boardmaker Picture Communication Symbols; McKenzie
utilizes photos of familiar persons as he originally learned to
recognize these people through these pictures and now also
reads their printed names without attached photos. Colors are
identified in two ways: through the color cards McKenzie
learned to recognize originally and with printed words. His
classroom teacher gives McKenzie a card with one of the parts
of speech and he reads the word and/or recognizes the
photo/symbol or color then must decide in which category to
place it. At the beginning of the activity McKenzie required
modeled prompting (the teacher pointing to the rows as she
scanned them verbally for McKenzie) but after a few trials,
McKenzie sorted the parts of speech utilizing verbal prompting.
McKenzie correctly sorted 15 of 20 cards (9 with
modeled/verbal and 11 with verbal prompts.)
(Continued on next slide)
10/6/05
Captioning Photographs
(Continued)
Indicate the level of prompting required during the task

Include interactions with others
Include settings in which the activity was performed
Evaluate the student’s performance
10/6/05
McKenzie works on his daily journal activities in the computer
lab with the computer specialist, his paraprofessional, and other
5th grade regular and special ed. peers. Using the same printed
words from the morning sorting parts of speech activity,
McKenzie must select the appropriate choice from an array of 3
words set out between the keyboard and monitor, to complete
the cloze sentence in his electronic journal, e.g., “This morning
I walked with ________.” Of the 3 choices, “red”, “Miss
Donna”, and “color”, the correct answer is “Miss Donna”.
McKenzie requires modeled and verbal prompting at the
beginning of the activity (the adult pointing to the words while
verbally scanning them) to complete the first 3 sentences, then
needs partial physical prompting with modeled/verbal
prompting to finish the last two sentences. Fatigue has set in at
the end of the day. McKenzie also works on letter recognition
by typing his word choices on the keyboard. McKenzie requires
partial physical prompts to correctly type all words, except for
the word, “and” which he types completely independently when
the paraprofessional is turned away from him.
Video Taping/Audio Taping
Provides a “real life” look at the student actively participating
in a task
Can be utilized when the task does not result in the completion
of a work sample
Can be utilized to document participation that cannot be easily

captured by a photograph
Scripting a
Video/Audio Tape
Provide a script of what is happening in the task and what is
being said (does not need to be a word for word translation)
Be sure to describe the student you are assessing (e.g., color of
shirt, ponytail) on the video tape
Give a short explanation of what the student is trying to achieve
Brittany ( the young woman with long side-ponytail and
beige knit sweater) is welcoming her Speech Therapist (Mrs. F.)
to the classroom to participate in a survey. The class has
worked on the book, “Flat Stanley” in language arts, social
studies, and math and is completing a math survey on
measurement. Brittany’s role in the survey is to use her
assistive technology devices, a jelly bean head switch attached
to a Step by Step multi-message communication device, to
welcome classroom guests, ask if they would like to participate
in a survey, explain the math survey, then direct them to another
student in the class. Embedded IEP objectives include ask and
answer questions, continue a conversation, give directions,
utilize assistive technology devices.
(Continued on next slide)
Scripting a
Video/Audio Tape (continued)
When Mrs. F. enters the classroom, Brittany activates
her head switch with a touch cue to the cheek from her teacher

to greet Mrs. F. The Speech Therapist returns the greeting and
waits for Brittany to continue the conversation. After a few
moments of wait time, Brittany independently pushes her head
switch to continue the conversation with 2 more independent
activations, to explain the “Flat Stanley Measurement Survey”,
and to ask if Mrs. F. would like to participate in the survey.
When Mrs. F. says “yes” and asks another question about the
survey, Brittany gets excited and goes into a physical extension
with her head and neck. During the course of the next 3
minutes, Brittany receives 4 more verbal prompts, 3 more touch
cues to her cheek, then finally a partial physical prompt to her
head to allow her to complete her conversation with Mrs. F. as
Brittany’s body simply won’t relax on its own. Brittany’s two
consecutive, independent activations of the jelly bean switch to
continue the conversation with Mrs. F. showed excellent
progress in reciprocity in communication as well as head/trunk
control, as prior communication attempts required some level of
prompting between switch activations.
Indicate the level of
prompting required
during the task
Include interactions
with others
Include settings in
which the activity
was performed
Evaluate
the student’s
performance
Anecdotal Records

Observations made by teacher, parents, other school- and non-
school related adults
Indicates student use of skills in various environments and with
different people (generalization)
Provides others with the opportunity to see the student
participate in instructional activities
Documenting Anecdotal Records
Give a short explanation of what the student was trying to
achieve
Describe the interactions with others
Include settings in which the observation was performed
Include a statement regarding the student’s participation during
the observation
Documenting Anecdotal Records (continued)
Include types of assistive technology and material adaptations
used
Indicate the level of prompting required during the observation
Provide specific information regarding amount of time involved
Evaluate the student’s performance

The Alignment Rubric
Documentation and Evaluation
Student: Gwen Dates: 9/15/06; 11/17/06; 2/2/07
Instructional Task: Organizes data in charts and tables, and
constructs bar graphs using appropriate scales.
Student Performance: Gwen will construct a bar graph by
placing a tactile symbol representing a participant
response in the correct section of the graph, using a touch cue to
move hand and release item.
Trials Survey 1 Survey 2 Survey 3
1
+ +
2
3
4
+ + +
5
+ +
6
+

+
7
+
8
+
9
+ + +
10
+ +
% correct
30%
40%
70%

Response Opportunity Data Sheet: Example 1
Additional Information:
Survey 1: Favorite Pizza (9/15/06)
Survey 2: Favorite Season (11/17/0 6)
Survey 3: Favorite Candy (2/2/07)
Key:
- Correct (Gwen placed item to correct section of graph)
+ - Additional prompting needed (to assist in moving and
placing item in correct
section of graph)
Student: Gwen
Dates: 9/15/06; 11/17/06; 2/2/07
placing a tactile symbol representing a participant response in
the correct section of the graph, using a touch cue to move hand
and release item.
Trials
Survey 1
Survey 2
Survey 3

1
+
+
2
3
4
+
+
+
5
+
+
6
+
+
7
+
8
+
9
+
+
+

10
+
+
30%
40%
70%
Response Opportunity Data Sheet: Example 1
Student: Gwen
placing a tactile symbol representing a participant response in
the correct section of the graph, using a touch cue to move hand
and release item.
CODE: I-independent V-verbal M-model
P-physical assist
Steps:
20.

9. Release object
P
P
P
V
V
I
P
P
V
I
I
8. Hold object while placing on graph
P
P
P
V
P
V
V
I
I
I
I
7. Take object from teacher

P
P
P
P
V
V
P
V
V
V
V
6. Stop at matching identifier
P
P
P
P
P
P
P
P
P
P
P
5. Touch identifiers on graph
P
P
P
P
P
P
P
P
P
P
P
4. Touch identifier on object

P
P
P
P
P
P
P
P
P
P
P
3. Give object to teacher
P
P
P
P
V
V
V
V
V
V
I
2. Pick and hold up object
P
P
P
V
I
I
P
V
I
I
I
1. Move hand toward tactile object

P
P
P
P
V
V
P
V
P
V
V
Dates
9/ 12
9/ 12
9/
12
9/
13
9/
13
9/
13
9/
14
9/
14
9/
15
9/
15
9/
15

Task Analysis/Level of Prompting Data Sheet: Example 1
Student: Gwen
Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07
Student Performance: Gwen will count the number of responses
for each item on a survey, then color the correct number of
segments for each response to complete a bar graph.
Session
Favorite Pizza
Favorite Season
Weather days
Favorite Candy
Count
Color
Count
Color
Count
Color
Count
Color
Item 1
P
P
P
P
P
P
V
M

Item 2
P
P
M
P
M
P
V
V
Item 3
MP
V
M
M
M
(
V
Item 4
M
P
V
M
V
M
(
(
Item 5
M
P
V
M
V
M
(
(
% accuracy

(( only)
0/5
0/5
0/5
0/5
0/5
0/5
3/5
2/5
Multiple Skill Data Sheet: Example 1
Key:
- Correct (Gwen placed item to correct section of graph)
+ - Additional prompting needed (to assist in moving and
placing item in correct section of graph)
Survey 1: Favorite Pizza (9/15/06)
Survey 2: Favorite Season (11/17/06)

Survey 3: Favorite Candy (2/2/07)
Gwen uses touch cues receptively. Therefore “V” indicates
touch and verbal cue.
All prompts were given after initial touch cue.
Key:
( - Correct (no additional prompting needed)
V-verbal prompt/touch cue M-model P-
physical assist
Favorite Pizza (9/15/06): Item 1 – Pepperoni; Item 2 – Cheese;

Item 3 – Ham; Item 4 – Hamburger; Item 5 - Combo
Favorite Season (11/17/06): Item 1 – Winter; Item 2 – Spring;
Item 3 – Summer; Item 4 – Fall;
Item 5 – Likes every season
Weather Days (12/19/06): Item 1 – Sunny; Item 2 – Cloudy;
Item 3 – Rainy; Item 4 – Snow;
Item 5 - Windy
Favorite Candy (2/2/07): Item 1 – M & Ms; Item 2 – Snickers;
Item 3 – Skittles; Item 4 – Cry Babies;
Item 5 – Something else
Student: Gwen Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07

for each item on a survey, then color the
correct number of segments for each res ponse to complete a bar
graph.
Session
Favorite Pizza Favorite
Season
Weather days Favorite
Candy
Count Color Count Color Count Color Count Color
Item 1
P P P P P P V M
Item 2
P P M P M P V V
Item 3
M P V M M M
V
Item 4
M P V M V M
Item 5
M P V M V M
%
accuracy
0/5
0/5 0/5 0/5 0/5 0/5 3/5 2/5

Multiple Skill Data Sheet : Example 1
Key:
- Correct (no additional prompting needed)
physical assist
Item 3 – Ham; Item 4 – Hamburger;
Item 5 - Combo

Item 5 - Windy
Student: Gwen
Dates: 9/15/06; 11/17/06; 12/19/06; 2/2/07
for each item on a survey, then color the correct number of
segments for each response to complete a bar graph.
Session
Favorite Pizza
Favorite Season
Weather days
Favorite Candy
Count
Color
Count
Color
Count
Color
Count
Color
Item 1
P
P
P

P
P
P
V
M
Item 2
P
P
M
P
M
P
V
V
Item 3
MP
V
M
M
M
(
V
Item 4
M
P
V
M
V
M
(
(
Item 5
M
P
V
M

V
M
(
(
% accuracy
(( only)
0/5
0/5
0/5
0/5
0/5
0/5
3/5
2/5
Multiple Skill Data Sheet: Example 1
Key:
( - Correct (no additional prompting needed)
physical assist

Item 3 – Ham; Item 4 – Hamburger; Item 5 - Combo
Item 5 - Windy
Anecdotal Data
Student Name: Rachel D. Grade: 7
Standard: 7R1: Utilizing informational text, student will

identify and use knowledge of common graphic
features to draw conclusions and make judgments (e.g., graphic
organizers, diagrams, ca ptions, illustrations)
Activity: R. will utilize graphics/illustrations to make purchases
at the grocery store.
10/5/05
9:45 am –
10:30 am
Mrs. T
(para)
Shopping for lunch items at the grocery store, Rachel had a
picture list
of 6 items to purchase. She pushed a cart through the store
while
looking at the shelves. After 5 minutes of walking but not
choosing any
items, Mrs. T. led R. to the correct aisle for the first item (tuna
fish) and
used a modeled prompt a s well as the picture on the list to
help R. match
the picture to the item for purchase. The same scenario
occurred for the
other 5 items on R.’s picture list. When the list was completed,
Rachel

independently walked to the register and unloaded her cart.
She needed
modeled prompting to pay the correct number of dollar bills.
10/12/05
9:50 am –
10:30 am
Mrs. M
(teacher)
Shopping for 3 lunch items a t the grocery store, Rachel carried
a basket
for her items. Rachel put 3 picture cards with labels f rom
specific
grocery items (tuna, English muffins, mozzarella cheese)
pasted onto the
cards into her basket. Mrs. M. showed R. a number (visual
prompt) that
indicated the aisle number for the first item (tuna). R.
recognized the
number and independently walked to the correct aisle. Holding
her
card, R. scanned the aisle for the matching tuna but still
required a
visual prompt from Mrs. M. to get to the right area of the aisle.
Once
there, R. was able to match the picture label to the label on the
can to
independently choose the correct item (tuna). The same
scenario was
repeated for the other two items, with R. moving to the correct

aisle
when shown the aisle number, then needing assistance in
finding the
correct area of the aisle, then finding the item using her label
card.
When the list was completed, Rachel independently walked to
the
register and unloaded her basket. She needed modeled
prompting to pay
the correct number of dollar bills.
10/19/05
9:45 am-
10:30 am
Mrs. T
(para)
R. shopped for same 3 items as the previous week with the
number of
the correct aisle sticky-noted to each picture label card in her
basket. R.
independently located the correct aisle, found the right area of
the aisle,
and independently chose the 3 items, matching the picture label
cards to
the individual items. When the list was completed, Rachel
independently walked to the register and unloaded her basket.
She
needed modeled prompting to pay the correct number of dollar
bills.
Observer

Date
Observation
Anecdotal Data
Student Name: Rachel D.
Grade: 7
identify and use knowledge of common graphic features to draw
conclusions and make judgments (e.g., graphic organizers,
diagrams, captions, illustrations)
10/5/05
9:45 am – 10:30 am
Mrs. T
(para)
picture list of 6 items to purchase. She pushed a cart through
the store while looking at the shelves. After 5 minutes of
walking but not choosing any items, Mrs. T. led R. to the
correct aisle for the first item (tuna fish) and used a modeled
prompt as well as the picture on the list to help R. match the
picture to the item for purchase. The same scenario occurred
for the other 5 items on R.’s picture list. When the list was
completed, Rachel independently walked to the register and
unloaded her cart. She needed modeled prompting to pay the
correct number of dollar bills.

10/12/05
9:50 am – 10:30 am
Mrs. M
(teacher)
Shopping for 3 lunch items at the grocery store, Rachel carried
a basket for her items. Rachel put 3 picture cards with labels
from specific grocery items (tuna, English muffins, mozzarella
cheese) pasted onto the cards into her basket. Mrs. M. showed
R. a number (visual prompt) that indicated the aisle number for
the first item (tuna). R. recognized the number and
independently walked to the correct aisle. Holding her card, R.
scanned the aisle for the matching tuna but still required a
Once there, R. was able to match the picture label to the label
on the can to independently choose the correct item (tuna). The
same scenario was repeated for the other two items, with R.
moving to the correct aisle when shown the aisle number, then
needing assistance in finding the correct area of the aisle, then
finding the item using her label card. When the list was
unloaded her basket. She needed modeled prompting to pay the
10/19/05
9:45 am- 10:30 am
Mrs. T
(para)
number of the correct aisle sticky-noted to each picture label
card in her basket. R. independently located the correct aisle,
found the right area of the aisle, and independently chose the 3

items, matching the picture label cards to the individual items.
the register and unloaded her basket. She needed modeled
prompting to pay the correct number of dollar bills.
Date
Observer
Observation
Anecdotal Data
Student Name: Rachel D.
Grade: 7
identify and use knowledge of common graphic features to draw
conclusions and make judgments (e.g., graphic organizers,
diagrams, captions, illustrations)

10/5/05
9:45 am – 10:30 am
Mrs. T
(para)
picture list of 6 items to purchase. She pushed a cart through
the store while looking at the shelves. After 5 minutes of
walking but not choosing any items, Mrs. T. led R. to the
correct aisle for the first item (tuna fish) and used a modeled
prompt as well as the picture on the list to help R. match the
picture to the item for purchase. The same scenario occurred
for the other 5 items on R.’s picture list. When the list was
unloaded her cart. She needed modeled prompting to pay the
10/12/05
9:50 am – 10:30 am
Mrs. M
(teacher)
Shopping for 3 lunch items at the grocery store, Rachel carried
a basket for her items. Rachel put 3 picture cards with labels
from specific grocery items (tuna, English muffins, mozzarella
cheese) pasted onto the cards into her basket. Mrs. M. showed
R. a number (visual prompt) that indicated the aisle number for
the first item (tuna). R. recognized the number and
independently walked to the correct aisle. Holding her card, R.
scanned the aisle for the matching tuna but still required a
Once there, R. was able to match the picture label to the label
on the can to independently choose the correct item (tuna). The
same scenario was repeated for the other two items, with R.
moving to the correct aisle when shown the aisle number, then

needing assistance in finding the correct area of the aisle, then
finding the item using her label card. When the list was
unloaded her basket. She needed modeled prompting to pay the
10/19/05
9:45 am- 10:30 am
Mrs. T
(para)
number of the correct aisle sticky-noted to each picture label
card in her basket. R. independently located the correct aisle,
found the right area of the aisle, and independently chose the 3
items, matching the picture label cards to the individual items.
the register and unloaded her basket. She needed modeled
prompting to pay the correct number of dollar bills.
Date
Observer
Observation

Dimension Not Evident Minimal Satisfactory Exceptional
Documentation and
evaluation of student
progress and determination
of future instruction
Student demonstrates little
progress (e.g., increased
accuracy, decreased
prompting, increased
complexity) within targeted
general education standards
and/or on IEP objectives.
Student performance within
aligned activities is not
documented. Current
student performance is not
considered when
determining future
instruction. A plan for
future skills to be instructed
is not evident.
Student demonstrates some
progress (e.g., increased
accuracy, decreased
prompting, increased
complexity) within targeted
general education standards
and/or on IEP objectives.
Student performance is
documented on an
unplanned, intermittent
basis (e.g., data collection
sheets, anecdotal records,
student work samples,
video tapes, and/or
photographs.) The

documentation is
considered when
determining future
instruction, but a clear plan
for future skills to be
instructed is not evident.
Student demonstrates
reasonable progress (e.g.,
increased accuracy,
decreased prompting,
increased complexity)
within targeted general
education standards and/or
on IEP objectives.
A plan for documentation of
student performance is
evident, based upon the
skill and needs of the
student (e.g., data collection
sheets, anecdotal records,
student work samples,
video tapes, and/or
photographs.) The
documentation provides the
basis for decisions on
instructional methodology,
use of materials, and future
instruction. There is a clear
plan for future skills to be
instructed, based upon
current performance,
anticipated needs, and
logical outcomes.
Student demonstrates
exceptional progress (e.g.,
increased accuracy,

decreased prompting,
increased complexity)
within targeted general
education standards and/or
on IEP objectives.
A plan for documentation
of performance is evident
based upon the skill and
needs of the student (e.g.
data collection sheets,
anecdotal records, student
work samples, video tapes,
and/or photographs) as well
as parent input, student
input, transition plans and
other curriculum as needed.
All personnel who provide
instruction to the student
are familiar with the
documentation plan,
rationale, and procedures.
The documentation
provides the basis for
decisions on instructional
methodology, materials,
and future instruction. A
clear plan provides for
future skill instruction
based upon performance,
needs, and logical outcomes.
Not Evident
Minimal

Satisfactory
Exceptional
Documentation and evaluation of student progress and
determination of future instruction
Student demonstrates little progress (e.g., increased accuracy,
decreased prompting, increased complexity) within targeted
general education standards and/or on IEP objectives.
Student performance within aligned activities is not
documented. Current student performance is not considered
when determining future instruction. A plan for future skills to
be instructed is not evident.
Student demonstrates some progress (e.g., increased accuracy,
decreased prompting, increased complexity) within targeted
general education standards and/or on IEP objectives.
Student performance is documented on an unplanned,
intermittent basis (e.g., data collection sheets, anecdotal
records, student work samples, video tapes, and/or
photographs.) The documentation is considered when
determining future instruction, but a clear plan for future skills
to be instructed is not evident.
Student demonstrates reasonable progress (e.g., increased
accuracy, decreased prompting, increased complexity) within
targeted general education standards and/or on IEP objectives.
A plan for documentation of student performance is evident,
based upon the skill and needs of the student (e.g., data
collection sheets, anecdotal records, student work samples,
video tapes, and/or photographs.) The documentation provides
the basis for decisions on instructional methodology, use of
materials, and future instruction. There is a clear plan for future
skills to be instructed, based upon current performance,
anticipated needs, and logical outcomes.
Student demonstrates exceptional progress (e.g., increased

accuracy, decreased prompting, increased complexity) within
targeted general education standards and/or on IEP objectives.
A plan for documentation of performance is evident based upon
the skill and needs of the student (e.g. data collection sheets,
anecdotal records, student work samples, video tapes, and/or
photographs) as well as parent input, student input, transition
plans and other curriculum as needed.All personnel who provide
instruction to the student are familiar with the documentation
plan, rationale, and procedures. The documentation provides the
basis for decisions on instructional methodology, materials, and
future instruction. A clear plan provides for future skill
instruction based upon performance, needs, and logical
outcomes.
MBA 503 Milestone One Guidelines and Rubric
For this assignment, due in Module Four, you will submit both a
horizontal and vertical analysis of Starbucks’ accounts
receivable, fixed assets, and debt
financing. Use basic financial analysis to examine any
horizontal and any vertical changes in Starbucks’ accounts
receivable, fixed assets, and debt financing
balances over time. Be sure also to discuss how Starbucks’
methods for accounting for receivables and evaluating
uncollectible receivables, purchase of fixed
assets, and methods of debt financing impact the recording
process and presentation of financial statements (Critical
Element II). In other words, what are this
company’s methods for accounting for receivables and
evaluating uncollectible receivables? What types of fixed assets

are acquired, and what methods are
preferred for debt financing? How do those affect how financial
information is communicated?
Specifically, the following critical elements must be addressed:
II. Horizontal and Vertical Analysis: In this section, you will
conduct horizontal and vertical analyses for the balance sheet
and income statement accounts
and report any significant observations for a two-year period.
You should include a table of your calculations as an appendix
to your analysis. Include all
calculations in an Excel document. Specifically discuss the
following categories:
A. Accounts Receivable:
1. Use basic financial analysis to examine any horizontal
changes in Starbucks’ accounts receivable balances over time.
2. Use basic financial analysis to examine any vertical changes
in Starbucks’ accounts receivable balances over time.
3. Analyze how Starbucks’ methods for accounting for
receivables and evaluating uncollectible receivables impact the
recording process and
presentation of financial statements. In other words, what are
this company’s methods for accounting for receivables and
evaluating
uncollectible receivables, and how do those affect how financial
information is communicated?
B. Asset Acquisition, Depreciation, and Amortization:
changes in Starbucks’ fixed assets, intangible assets,
depreciation, and amortization

over time.
in Starbucks’ fixed assets, intangible assets, depreciation, and
amortization
over time.
3. Analyze Starbucks’ methods for fixed asset and intangible
asset acquisitions as well as depreciation and amortization,
including asset
categorization. How do these methods affect the balance sheet,
income statement, and statement of cash flows?
C. Debt Financing
changes in Starbucks’ short- and long-term debt over time.
in Starbucks’ short- and long-term debt over time.
3. Analyze Starbucks’ method of debt financing. In your
analysis, you should address both current and long-term
liabilities, including the
issuance of bonds.
Rubric
Guidelines for Submission: Milestone One should adhere to the
following formatting requirements: 2–3 pages (not including
cover page or appendix), double-
spaced, using 12-point Times New Roman font and the most
current guidelines for APA formatting. Include all calculations
in an Excel document.

Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Analysis: Accounts:
Horizontal
Uses basic financial analysis to
examine any horizontal changes in
Starbucks’ accounts receivable
balances over time
balances over time, but with gaps in
accuracy or relevant detail
Does not use basic financial analysis
to examine any horizontal changes in
balances over time
10
Analysis: Accounts:
Vertical
examine any vertical changes in
balances over time

balances over time, but with gaps in
accuracy or relevant detail
to examine any vertical changes in
balances over time
10
Analysis: Accounts:
Methods
Analyzes how Starbucks’ methods for
accounting for receivables and
evaluating uncollectible receivables
impact the recording process and
financial statement presentation
Analyzes how Starbucks’ methods for
accounting for receivables and
evaluating uncollectible receivables
impact the recording process and
financial statement presentation, but
with gaps in logic or detail
Does not analyze how Starbucks’
methods for accounting for
receivables and evaluating
uncollectible receivables impact the
recording process and financial
statement presentation
10
Analysis: Asset:

Horizontal
Starbucks’ fixed assets, intangible
assets, depreciation, and
amortization over time
amortization over time, but with gaps
in accuracy or relevant detail
10
Analysis: Asset: Vertical Uses basic financial analysis to
amortization over time, but with gaps
in accuracy or relevant detail

10
Analysis: Asset:
Methods
Analyzes Starbucks’ methods for fixed
asset and intangible asset
acquisitions as well as depreciation
and amortization for how they affect
the balance sheet, income statement,
and statement of cash flows
Analyzes Starbucks’ methods for fixed
asset and intangible asset
Does not analyze Starbucks’ methods
for fixed asset and intangible asset
and statement of cash flows
10

and statement of cash flows, but with
gaps in logic or detail
Analysis: Debt:
Horizontal
Starbucks’ short- and long-term debt
over time
over time, but with gaps in accuracy
or relevant detail
over time
10
Analysis: Debt: Vertical Uses basic financial analysis to
over time
over time, but with gaps in accuracy
or relevant detail

over time
10
Analysis: Debt: Method Analyzes Starbucks’ method of debt
financing, addressing current and
long-term liabilities and the issuance
of bonds
Analyzes Starbucks’ method of debt
financing, addressing current and
long-term liabilities and the issuance
of bonds, but with gaps in logic or
detail
Does not analyze Starbucks’ method
of debt financing, addressing current
and long-term liabilities and the
issuance of bonds
10
Articulation of Response Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors related
to citations, grammar, spelling,
syntax, or organization that
negatively impact readability and
articulation of main idea
Submission has critical errors related
to citations, grammar, spelling,

syntax, or organization that prevent
understanding of ideas
10
Total 100%
Special Education
Task 3: Assessment Commentary
Copyright © 2014 Board of Trustees of the Leland Stanford
Junior University. 1 of 4 | 8 pages maximum
All rights reserved. V4_0914
The edTPA trademarks are owned by The Board of Trustees of
the Leland Stanford Junior University. Use of the edTPA
trademarks is
permitted only pursuant to the terms of a written license
agreement.
TASK 3: ASSESSMENT COMMENTARY
Respond to the prompts below (no more than 8 single-spaced
pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the
prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student
performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your

comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional
pages) to the end of this file. These pages do not count toward
your page total.
1. Analyzing the Focus Learner Performance
a. Identify the lesson objectives from the learning segment
measured by each daily
assessment record for both learning targets.
[Lesson 1: [After completing this lesson, the students will be
able to provide evidence of the
predictions they made before the story was read.
Lesson 2: After completing this lesson students will be able to
answer some guided
questions about the adapted text Treasure Island and recognize
symbols/pictures of three
vocabulary using a specialized glossary.
Lesson 3: After completing this lesson, the students will be able
to answer who, what, when,
where, and why questions and know at least six definitions of
vocabulary words.
Lesson 4: After the completion of this lesson, the students will
be able to have a clear
understanding of the text by answering the wh- questions and
know all vocabulary words by
picture/symbol and word definition.
Lesson 5: After the completion of this unit’s lessons, the
students should be able to answer
who, what, when, where, and why questions from the text and
understand the vocabulary
from the text using pictures, word definitions, and in sentences.
]

b. Describe any changes in the assessments (baseline and/or
final), daily assessment
records, and/or lesson objectives related to either learning
target from what was
described in the lesson plans, and explain why changes were
made.
[N/A]
c. If the final assessment for either learning target is an excerpt
from a video from Task 2:
Instructing and Engaging the Focus Learner, provide a time-
stamp reference here. If the
final assessment for the secondary learning target is the final
daily assessment record,
state that here.
[N/A]
d. Summarize the focus learner’s progress toward both learning
targets as reflected in
the lesson objectives. Each summary can be presented in a chart
or described in several
paragraphs.
[In the beginning, the focus learner displayed significant
weaknesses in vocabulary
knowledge as well as comprehension. Although he could
accurately identify the letters
of the alphabet, he had some difficulty identifying common
sight words and their
meanings. The focus learner also struggled to comprehend
phrases and short
sentences.

After constant repetition of going over the vocabulary/sight
words and their meaning, the
focus learner began to retain information related to the
vocabulary/sight words. He also
began to recall facts and details from short stories and adapted
books when they were
read aloud to him and reviewed several times. ]
Special Education
trademarks is
agreement.
e. For both learning targets as reflected in the lesson objectives,
analyze the focus
learner’s strengths (what s/he appears to understand or do well)
and where s/he
continues to struggle or need greater challenge, including any
patterns in errors,
confusions, or needs. Be sure to cite evidence from your
summary (above) as part of
this discussion.
[The focus learner can recognize some basic dolch words. He
can read simple sentences that
only contain the pre-premier dolch sight words. He tries hard to
sound out words that he is not

familiar with which makes it easy for him to learn new words.
The focus learner has difficulties summarizing a story that he
has to read. He requires frequent
prompting summarizing when a story is read to him. He can
only answer about 2 out of 5
questions related to the story that is read to him. He is unable
to identify most vocabulary words
that are used in his academic lessons. He knows some basic
sight words but needs help with
those words that go beyond the basic pre-primer dolch sight
word list. ]
f. Identify any patterns related to focus learner performance and
level or types of supports
provided to the focus learner. How did this support affect the
learner’s progress toward
each learning target?
Cite evidence from the baseline data, daily assessment records,
and final assessment (if
different from the daily assessment record) as needed, to clarify
or illustrate your
summary and analyses.
[The types of supports provided to the focus learner includes
repetition, extended time to
complete assignments, reading support, one to one instruction,
and lower leveled reading
materials. These supports has allowed the focus learner to be
able to progress toward the
learning targets in that he is able to take his time and is
provided one to one instruction.]
2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support
your explanations.
a. In what form did you submit your evidence of feedback to the
focus learner for the final
assessment for the primary learning target? (Delete choices that
do not apply.)
tion task (provide a time-
stamp reference) or in a
separate video clip
b. Explain how feedback provided to the focus learner addresses
his/her individual
strengths and continuing needs relative to the lesson objectives
for the primary
learning target measured in the work sample.
[The feedback addressed focus learners individual strengths by
allowing the focus learner to
use symbols of the vocabulary words and an adapted text with
pictures and symbols. The focus
learner does very well with recognizing symbols. In video clip 2
when the focus learner was
called up to participate in the Pirate Trash Can Game, I held up
the image and the focus learner
already knew what it was by the symbol. ]
Special Education

trademarks is
agreement.
c. How will/did you support the focus learner to apply the
feedback for the primary
learning target to guide improvement within the learning
segment or in subsequent
learning tasks?
[The feedback I provided to the focus learner guided
improvement because I was able to talk
one on one with the focus learner about mistakes and things to
improve on. The focus learner
was able to see hands on what he did wrong and he immediately
corrected himself on the
mistake. One on one feedback was very beneficial to the focus
learner because it allowed him
to see the symbols to match the vocabulary and it helped him
comprehend the text. I gave
positive feedback as well which encouraged the focus learner to
make improvements on further
assignments. ]
d. How will/did you support the focus learner to move toward
using error prevention
strategies, self-assessment, self-instruction, and/or self-
correction for the primary
learning target?

[The error preventions strategy I used was redundancy. The text
and vocabulary were very
redundant throughout all five lessons. It has been proven by the
focus learner that he learns
bests when repeats steps, materials, vocabulary, or texts. Also
by using the redundancy
strategy allows the focus learner to self-correct himself and be
corrected during instruction.
When the focus learner is re-directed during instruction or one
on one instruction he knows how
to self-assess himself and make the necessary corrections to
show that he knows a particular
skills. ]
3. Evidence of Use of the Expressive and/or Receptive
Communication Skill (Function)
and Other Communication Demands
You may provide evidence of the focus learner’s use of the
targeted expressive and/or
receptive communication skill (function) and other
communication demands for the primary
learning target from ONE, TWO, OR ALL THREE of the
following sources:
-stamp
references.
n additional video file named “Communication Use”
of no more than 5 minutes
in length and provide time-stamp references. See Task 3
Evidence Chart for acceptable
file types. Submit the clip in Task 3, Part C.
k 3 and cite use of
the targeted

communication skills.
When responding to the prompt below, use concrete examples
from the clip(s) (using time-
stamp references) and/or the focus learner’s work sample as
evidence.
a. Explain the extent to which the focus learner had
opportunities to use the targeted
expressive and/or receptive communication skill (function) and
other communication
demands (vocabulary demands, syntax, social use of
communication, situational
expectations) related to the primary learning target to access the
learning task and/or to
demonstrate learning.
[Instructional time demanded the focus learner to communicate
whether it was initiative or
responsive, expressive or receptive, or non-verbal and verbal
communications. The focus
learner was able to express himself freely throughout video
clips one and two. The focus learner
was very confident in expressing what he wanted to say despite
his language deficits. Also the
focus learner was very verbal throughout the lesson, where he is
normally shy. He expressed all
Special Education

trademarks is
agreement.
of his responses, questions, answers verbally. He verbally
mentioned characters from the story,
places, and vocabulary. His pronunciations were needed
correction but gradually improved as
he repeated those particular words and phrases. ]
4. Using Assessment to Inform Instruction
Consider what you know about the focus learner and the
effectiveness of your
instruction/intervention and the learning environment when
designing next steps related to
both learning targets. Consider all aspects of instruction,
including support and
environmental modification, as appropriate. Connect your next
steps to your analysis of the
focus learner’s performance. Support your decisions with
principles from research and/or
theory, particularly as it relates to evidence-based practices.
a. Based on your analysis of learning for both learning targets,
presented in the response
to prompts 1d–f, describe next steps for instruction to
associated lesson objectives
of the lesson objectives

[To further support the focus learner achievement of lesson
objectives the who, what, when,
where, and why questions will be asked for all texts read in the
class. This will build upon
student’s prior knowledge and be a repeating method for the
student to comprehend the content
of the story. Also the Frayer model was a very beneficial
graphic organizer for the focus learner,
this can be used for all new vocabulary and content. The student
keep these graphic organizers
as a resource that will improve his academic progress. ]
b. Based on what the focus learner knows and can do and your
next steps for both
learning targets, describe implications for the focus learner’s
iep goals and/or
curriculum.
[ Based on what the focus learner knows and can do the next
steps for both learning targets will
be implicated in the focus learner’s iep goals as student will
have an 80% accuracy level to
answer all wh- questions for comprehending text and the student
will answer four out of five wh-
questions. Student progress will be measured on a yearly basis
to implicate knowledge and
academic improvement as related to iep goals. ]
Daily Assessment Record- Learning Goals
October 17th (baseline)

October 19, 20, 21, 22, 23 (instruction)
October 23 (post-test)
Date Student Score Story Strengths Errors
10/17 AW- FL 3/5 Treasure
Island
Very engaged, asked
questions
Difficulty following text
to comprehend
10/17 RB 3/5 Treasure
Island
Recognized some
vocabulary
Difficulty staying on
task
10/17 BS 3/5 Treasure
Island
Recited some
vocabulary and
characters from text
Responses were not
guided by question.
10/17 KT 4/5 Treasure

Island
Asked for help Didn’t attempt some
questions without
assistance.
10/17 DK 4/5 Treasure
Island
Read passage and
vocabulary, took notes
Rushed through
assignments
10/17 MB 2/5 Treasure
Island
Very engaged during
work time.
Couldn’t comprehend
assignments without
assistance
10/17 CD 4/5 Treasure
Island
Worked well
independently
Read some words
inaccurately
10/17 SR 3/5 Treasure
Island

Asked for help Could not read any
prompts
10/17 TL 2/5 Treasure
Island
Works well with
assistance
Did not follow
directions well
Baseline
Island
Student did well
copying answer from
board
Chose the wrong
answer choice
Island
Comprehends well Takes longer to process
directions
Island

Follows directions well Needs improvement on
writing
Island
Student could answer
independently on most
Rushed through work
Island
Comprehends very
well
Did not follow
instructions
Island
Followed directions
well
Could not answer
questions
independently
Island

Answered all questions
correctly
Has a hard time
following directions
Island
Comprehended very
well
Worked very slowly
Island
Listened to
instructions
Copied words
incorrectly from board
Formal Assessment: Lesson 1
Island
Very engaged, asked
questions
Difficulty following text
to comprehend

Island
Recognized some
vocabulary
Difficulty staying on
task
Island
Recited some
vocabulary and
characters from text
Responses were not
guided by question.
Island
Asked for help Didn’t attempt some
questions without
assistance.
Island
Read passage and
vocabulary, took notes
Rushed through
assignments

Island
Very engaged during
work time.
Couldn’t comprehend
assignments without
assistance
Island
Worked well
independently
Read some words
inaccurately
Island
Asked for help Could not read any
prompts
Island
Works well with
assistance
Did not follow
directions well

Island
Student did well
copying answer from
board
Chose the wrong
answer choice
Island
Comprehends well Takes longer to process
directions
Island
Follows directions well Needs improvement on
writing
Island
Student could answer
independently on most
Rushed through work

Island
Comprehends very
well
Did not follow
instructions
Island
Followed directions
well
Could not answer
questions
independently
Island
Answered all questions
correctly
Has a hard time
following directions
Island
Comprehended very
well
Worked very slowly

Island
Listened to
instructions
Copied words
incorrectly from board
Island
Student did well with
memorization
Needed some direction
Island
Students wrote clear
and well
Got off task a few times
Island
Stayed focused and
comprehended well

Needed extra guidance
Island
Completed what they
knew first
Got off focus
Island
Completed work
quickly
Didn’t write very neatly
Island
Very determined to
finish
Needed help on all
questions
Island
Read all questions
independently
Hard time focusing

Island
Very engaged in
questions
Needed help with
reading
Island
Stayed focus Difficulty cutting and
pasting
Post-test

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