A shortened name (10 characters or less) used in a data entry form.

Behavior support plans or "action plans" should contain the following components:

• Behavior Hypothesis Statements – statements that include a description of the behavior, triggers or antecedents for the behavior, maintaining consequences, and the purpose of the problem behavior.
• Prevention Strategies – Strategies that may be used to reduce the likelihood that the child will have problem behavior. These may include environmental arrangements, personal support, changes in activities, new ways to prompt a child, changes in expectations, etc.
• Replacement Skills – Skills to teach that will replace the problem behavior.
• Consequence Strategies – Guidelines for how the adults will respond to problem behaviors in ways that will not maintain the behavior. In addition, this part of the plan may include positive reinforcement strategies for promoting the child’s use of new skills or appropriate behavior (this may also be included in prevention strategies)
• Long Term Strategies – This section of the plan may include long-term goals that will assist the child and family in meeting their vision of the child (e.g., develop friends, attend a community preschool program).

Whether or not the goal/objective/target is currently being worked on.

Any activity involving 2 or more people where the social behavior is likely to occur or can be promoted by staff.

Administrative users can see the Administer Site tab in DDtrac.

Only administrative users can add or edit sites, students, users, groups, standard assessments or import data into DDtrac.

There are three types of administrators in DDtrac:

1. Administer Sites, Users & Students (and groups): This administrator would be a district level administrator with the ability to add and edit sites, add and edit users and add and edit students/groups. They would be able to see all users and students in the database and would have the power to assign a user to a student that do not have the same default location (valuable if you have therapists that travel to multiple sites in a school district).
2. Administer Users & Students (and groups) for a Site: This administrator is assigned to a specific site and can add users and students for that site only. They cannot see & do not have access to data for users & students from a different site. If they have a student assigned to them from a different site (by a district level administrator) they would be able to see data for that student but they would not be able to edit the student data available under the Manage Students link.
3. Administer Users for a Fixed Number of Students: This is almost identical to administrator Administer Users & Students for a Site except that there is a cap on the number of students that the administrator can add to the site.

All other users have "No Administrative Privileges" and cannot see the "Administer Site" tab.

Unit or district charged with administering the student's program and/or funding.

Description of what could have been done on this occasion to head off the incident before it happened.

The services required to improve the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

An assignment is given once and is designed to teach a specific aspect of a learning objective They are not designed to measure the students Response to Intervention (RTI).

The type of activity the student receives points for: Assignment, Class participation, Quiz, Exam, Project

A generic term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and includes the process used in selecting, locating, and using them.

Describes the assistive, adaptive, and rehabilitative devices required by the student and includes the process used in selecting, locating, and using them.

Average performance on target for the past # sessions mastery is measured over.

The student's performance on an objective at the beginning of the objective period.  It is used as the point to measure progress from.

Behavior comments are descriptive observations used to further describe the behavior episode, the types of interventions used to help control the behavior, and the student’s response to those interventions.

Behaviors are specific inappropriate behaviors that are being tracked in the student`s behavior plan. This form is designed to allow you to collect data on all of the information surrounding a behavior episode.

The behavior input form allows a staff person that witnesses a behavior episode to enter the following information related to the behavior:

• Start Date: The day the incident occurred on.
• Start Time: The time the incident began in the format hh:mm AM (e.g. 12:35 PM).
• Trigger: A specific context likely to result in the occurrence of an inappropriate behavior.
• Location: The location where the specific event (e.g. behavior) began.
• Behavior: A specific inappropriate behavior that is being tracked in the student`s behavior plan. You must add one or more behaviors to the behavior form.
• Duration Behavior/Intervention: The length of time a specific behavior or intervention lasts (in minutes).
• Number of Behaviors: The number of behaviors (e.g. number of hits) that occurred during the behavior episode.
• If more than one behavior occurrs during the behavior episode you can {Select} the number of additional behaviors that occurred from the "Add ____ additional behaviors to form" drop down list then {Add} the data for each behavior.

If the behavior event represents a major episode that requires intervention from staff or injury to staff or a student additional data should be taken. This data is taken using the 2nd and 3rd parts of the form and is referred to as incident data.

• Intervention: An intervention take by staff to reduce the negative consequences of a behavior or to provide the student space to calm down (e.g. time out, restraint).
• Duration of Intervention: The length of time the intervention lasted.
  
• Others Involved: Anyone involved in the behavioral episode other than the student, either someone injured or someone who helped to trigger the episode.
• Consequence: Any consequences the child received as a result of the behavior episode (e.g. loss or privilege).
  
• Areas Where Injury to Child: This image contains checkboxes which allows the user to select all parts of a student's body where an injury occurred. This is useful not only if the injury results from a behavior episode but also can be used to document injuries with other causes.
• Incident Report Comments: Comments describing how the incident started, what (if anything) escalated the incident, anyone that was injured during the incident etc...
• Behavior Alternatives: Description of what could have been done on this occasion to head off the incident before it happened.
• How Ended: Description of how the incident ended, e.g. student returned to work.

Lastly, if your organization requires documentation for quiet room activity (isolation and or locked room), a table is provided to record your observations.

• Quiet Room: A quiet room or time out room is a space that allows a student to be kept separate from others during a behavior episode. If a student is placed in a quiet room a record of their behavior during the period they are in the room must be kept.

See Behavior Data for additional information on behavior data entry.

Behavior goals are written to define behavior patterns that are being changed and the actions that are being taken to reduce them.

Required when a student with an IEP or 504 plan has "behavior interfering with learning of the student or his/her peers.  It is an action plan, delineating what a team has determined to do when problem behavior is occurring. All behavior plans require well-written goals and objectives in order to measure response to intervention.

Body in data download, behavior import behavior reports represents the body part that is injured during a behavior or othr type of incident.

The following is a list of codes that represent different body parts:

b1: head (back)
b2: left sholder (back)
b3: upper back
b4: right sholder (back)
b5: left elbow (back)
b6: lower back
b7: right elbow (back)
b9: right thigh (back)
bb: left hand
bd: right knee (back)
bf: right calf
f1: forehead
f3: right shoulder (front)
f5: right upper arm (front)
f7: right elbow (front)
f9: left elbow (front)
fb: right forearm (front)
fd: right fingers
ff: left fingers
fh: left thigh (front)
fj: left knee (front)
fl: left shin
fn: left foot
le: left ear
mo: mouth
no: nose
re: right ear
b8: right hand
ba: left thigh (back)
bc: left knee (back)
be: left calf
ch: chin
f2: face
f4: left shoulder (front)
f6: left upper arm (front)
f8: stomach
fa: chest
fc: left forearm (front)
fe: groin
fg: right thigh (front)
fi: right knee (front)
fk: right shin
fm: right foot
lc: left cheek
ly: left eye
nk: neck
rc: right cheek
ry: right eye

The person responsible for coordinating education services of the behalf of the student, including facilitating access and ensuring the delivery of those services.

The proportion of the school day funded for the current student.

A delimited data format that has fields/columns separated by the comma character and records/rows separated by newlines.

• Each record is one line terminated by a line feed or a carriage return.
• Fields are separated by commas.

1997,Ford,Explorer
2001,Chevy,Tahoe

DDtrac includes the ability to comment on the narrative observations posted by others. Similar to traditional blogs, these comments allow other DDtrac users to share similar experiences and provide suggestions related to issues related to a specific student. The ability to comment and share insights is critical to DDtrac's support of the collective intelligence of special education groups.

A part of the individualized family service plan or the individualized education plan established for each deaf or hard-of-hearing child who has been determined to be a child with a disability.

The data a student completed an assignment or progress monitoring probe.

DDtrac supports the following completion documents:

Diploma

Certificate of Completion

GED

The outcome that results from a behavior episode (e.g. loss or privilege).

The following is a list of consequences currently supported by DDtrac:

None
Loss of privileges
Conference with student
Sent to office
Contact parent
Detention
Repair/Restitution
Suspension
Expulsion
Unknown
Other

A specific sub-area measured separately in a standard assessment.

The number of individual behaviors the student attempted during a single behavior episode (e.g. hit 2 times).

The current draft of a document that includes DDtrac data. The file may be either the generated rich text file produced by DDtrac or a version of the file that has been edited and uploaded to the system.  This allows tha final draft of the document to be available within DDtrac.

The grade or year the student is currently enrolled in.

The date that the sutdent's IEP was approved and implemented for the student.

Curriculum-based measurement is an assessment methodology that can be used to measure student progress towards goals and short-term objectives from an individualized educational program. Research has shown that when teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better.

Involves the day-to-day care of a child and establishes where a child will live. A parent with physical custody has the right to have his/her child live with him/her.

The main data entry page allows the user to select the type of data being taken and will take the user to the appropriate data entry page.

Data entry for individual students includes:

• Instructional data entry session
  An instructional data entry session session represents a single data collection work period for a particular student. Initiating a session allows a user to collect data on a variety of objectives and the 'end the session' and enter a narrative description of how the session went. (See Instructional Data for more information on taking instructional data)
• Social data entry
  Social data entry involves taking data based on observation of spontaneous, or structured social interactions the student participates in (See Social Data for more information on taking social data).
• Behavior data entry is used to document the occurrence of a specific inappropriate behavior that is being tracked in the student`s behavior plan (See Behavior Data for more information on taking behavior data).
• Standard assessment data entry allows information on a student's performance on a standardized assessment.

Data entry for groups or courses includes:

• Gradebook data entry allows users to enter scores for gradable items defined as a pert of group goals.
  
• Progress monitoring probe data entry
  Allows users to enter data for progress monitoring probes, which are designed to be used as a part of curriculum based measurement.  These probes are given weekly or bi-weekly to the group.  
• Standard assessment data entry allows information on a students' performance on a standardized assessment.

Refers to the types of quantitative data that you can take for instructional targets or group progress monitoring probes.  There are a wide variety of scales used to capture student performance on instructional tasks:

• Correct/Incorrect: + or - data only
  
• ABA Trial (or discrete trial) measures correct, incorrect, correct but prompted, incorrect but prompted, and non response
• Non-verbal Prompt: records the types of physical or visual prompts necessary to get a student to perform a specific action.
• Verbal Prompt: records the types of verbal or visual prompts necessary to get a student to say a word or sound sequence.
• Likert scales: measures the level of proficiency a student exhibits when performing a specific task.
• Time on task: measures time required or spent on an activity
• Count or Score: records integer number correct or count
• Tally: check boxes used to count the number of times a behavior occurs during a specified observation time

The days of the week that a particular group meets.

The number of days of instruction the student receives per year.

DDtrac does allow you to delete any goals, objectives, targets, assignments, probes, behaviors or triggers that do not already have data associated with it.  If you have taken data for a target, assignment, probe, behavior or trigger and no longer want to use it - you may deactivate it so it does not appear on your data collection screens.

You cannot delete any data that you have taken for a student or group.

The primary physician that should be contacted in the event of a medical emergency involving the student.

The name you assign to a program or plan document you are generating with DDtrac.  This name will appear in the lists of programs or plans defined for a student and should be clearly describe the document, e.g. IEP 2009.

This is the date for a generated document or for a meeting notice.  The date should be the release date for the document or the date of the meeting being held to discuss the document.

This is the type of document being created or meeting being held.  The current choices are Annual and Triennial.

The list of pages from the set of available page templates to be included in the generated DDtrac rich text file document.

Reflects the current status of the document to allow users to know how the document should be used.

• Edit indicates the contents of the document is in draft form and is actively being edited/revised.
• Review indicates that the necessary individuals are reviewing the draft document.
• Released indicates the document has been released and should not be edited further
• Locked is an alternative setting for a released document which locks the document so it cannot be edited (until it is unlocked).
  

The date the students are expected to complete gradebook assignments by.

The length of time a specific behavior or intervention lasts (in minutes). Duration is used as one of the primary measures of the intensity/severity of a behavior episode and is one measure that can be tied to a behavior goal.

For example: Jimmy will reduce his screaming episodes such that he screams for no more than 10 minutes per week measured by teacher/staff observation.

The length of time a specific intervention is used following a behavior episode.

An individual that may be contacted in the event of an emergency involving the student.  These people should be authorized to pick-up and transport the student.

DDtrac supports the following emergency contact types:

E1, E2, E3: for first second and third emergency contacts respectively.
EM: for doctor
P3: for hospitals

ESL stands for English as a Second Language and ESL programs therefore simply refer to the process of teaching of English to non native speakers.

Attached files can be images, PDF files, Word documents, Excel spreadsheets, etc. They are used either to provide additional information about an objective or daily comment or to document student work.

The proportion of the school day funded for the student.

A goal represents what you think a child will be able to accomplish in his area(s) of disability (academic, developmental, and functional) in a set period of time (usually an academic year).

The annual goals should be stated in such a way that you will be able to see the specific changes that this education will produce in the child`s behavior.

Goals are accompanied by a series of objectives that represent the specific instructional tasks the child will work on over the course of the year.

The name used to refer to the goal in DDtrac.

The grade level the curriculum for the group is drawn from, or the grade level of the students in the group. Groups can have grade levels of PK, K, 1, 2, 3, ... as well as be designated as Transition (TR) or Ungraded (UG).

Groups allows users to take data for more than one student at a time. The following information is needed for each group to be entered in DDtrac. Items with * are required fields.

• GroupID
• Group Name*
• Site*
• Instructor
• Grade Level
  
• Period
• Days
• Term
• Year?
• Start Date
• End Date?
• Active
  

For each group one of more Students can be added to the group. Students can be in more than one group at a time.  Users (parents, therapists, teachers, administrators, paraprofessionals, etc.) may be assigned various rights to allow them or view and/or manipulate the students' data.

Tip: Group data may be entered in a batch using the administrator import groups tool.

See Manage Groups for more information on how to create, edit and manage group data.

Designates the person who has the legal authority (and the corresponding duty) to care for the personal and property interests of the student.

The hospital the student should be sent to or that should be contacted in the event of a medical emergency involving the student.

Description of how the incident ended, e.g. student returned to work.

Individual Education Program

Specifies whether the student is eligible to receive individualized special education services.

The instruction(s) given to a student to initiate work on an objective.

The person responsible for managing and/or for leading instruction of a particular group.

An intervention take by staff to reduce the negative consequences of a behavior or to provide the student space to calm down (e.g. time out, restraint).

The following is a list of interventions currently supported by DDtrac:

None
Redirect to Replacement Behavior
Perform Calming Routine
Divert Attention
Change Location/Activity
Hands-Off Accompany
Open Quiet Room (Staff decision)
Locked Quiet Room (Staff decision)
Open Quiet Room (Student request)
Locked Quiet Room (Student Request)
Physical Escort/Restraint
Small Child Restraint
Two Person Restraint
Neutral Position Restraint
Standing Restraint
Settled Position Restraint
Physical Intervention (w/ Injury to child)
Other

The date the student first worked on this objective/target.

These are tags used with narrative comments taken as a part of the daily instructional, behavior or socialization observation notes. These semantic tags closely resemble the tags common on many Web 2.0 sites (e.g. Flickr, Delicious, Blogger etc.). They are freely chosen keywords which allow for overlapping associations and that can be used for later retrieval and analysis of specific comments. For example, a student may exhibit a finger flicking behavior infrequently. The practitioner might note this in the daily notes along with other observations. Then, if the behavior becomes a problem, the practitioner could retrieve all of the comments tagged “flicking” to look for any patterns.

The date when the objective/target was last worked on.

A child whose native language is a language other than English and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the child the ability to obtain proficiency in reading and writing; the ability to successfully achieve in classrooms where the language of instruction is English; or the opportunity to participate fully in society.

Prepared for students with identified needs for individualzed instruction with respect to literacy.  It dentifies the student’s immediate needs and the specific strategies that will be used to address
them. It also describes the procedures for monitoring and reviewing progress.

Site specific locations are used when taking behavior data. For example some locations might have a kitchen or gym that students go to others may not. Locations are site specific so individual sites can define the locations students have access to, enabling behaviors to be tracked by location (in addition to by behavior type, trigger and time of day).

The date the student achieved mastery of this objective/target.

The concept of  "Mastery" is used when deciding which targets need to be worked on and in assessing progress. Mastery is when a student correctly performs a target action to the level specified in the student's IEP. This is usually a percentage of correct responses (e.g. 80%) measured across a prescribed number of therapy sessions (e.g. 10) (Lovaas & Smith 1989, Calouri & Hamblen 1996). Once a target is mastered, the target can be practiced less often and frequently new targets are introduced.

DDtrac also includes the concept of "Mastery Goals." In academic settings where Curriculum Based Measurement is used student progress is plotted on a chart that has a goal line that connects the student's average initial performance (initial number of targets mastered) to their end-of-year goal (number of targets that need to be mastered). This goal line can be used to determine what level the student should be performing at in order to make adequate progress toward their annual IEP goal (Stecker & Fuchs 2000, Safer & Fleischman 2005).

Mastery Percent, Mastery Criteria and Mastery Sessions are set for each objective but they are used to measure mastery for individual targets. When doing Instructional Data entry, DDtrac sorts all targets so that the targets that have not been mastered are shown first (in black) followed by targets that are mastered (in blue). This allows staff to easily identify which targets need the most work and which only need to be reviewed periodically. Mastery of each target is computed automatically by the system based on the the following algorithm:  DDtrac looks at the past # of sessions for mastery and computes the percent of trials that meet the mastery criteria. If the percent meeting the mastery criteria meets or exceeds the % for mastery it displays an alert indicating the goal is now mastered. If it is less than 95% of the mastery percent and the goal was already mastered then it will display an alert saying the goal is no longer mastered.  This allows the student's progress towards goals to be maintained by staff with limited intervention from the special education teacher.

DDtrac allows the following information to be set related to Mastery:

• % for Mastery: The percentage of correct responses the student must achieve during the measurement period to master an individual target associated with this objective (Mastery Percent).
• Criteria for Mastery: The level of proficiency the student must demonstrate on a single response for it to count positively towards mastery.  By default the student must receive a "correct" for the response to count but this can be set to "correct with prompt" or to a specific prompt (for prompt data collection types) (Mastery Criteria).
• # Sessions for Mastery: The number of sessions to look back at to determine if a student has mastered a target associated with this objective (Mastery Sessions).
• Mastery Goal: The number of targets that should be mastered by the end of a measurement period (usually 1 year).  This is the total number of "Active" targets defined for the student (by default).  However the Mastery Chart can be generated for all of the targets defined for the student or any number of targets specified at the time the chart is generated.
  

All Mastery data is specified either when adding a new objective (see Create New Goals) or when editing an existing objective (see Edit Existing Goals).

The standard set for mastery (e.g. the student must answer correctly, correct with a prompt, the student must read for 20 minutes or achieve a score of 70)

The percentage of correct responses the student must achieve during the measurement period to master an individual target associated with this objective.

The number of sessions to look back at to determine if a student achieves has mastered a target associated with this objective.

Whether or not yo are trying to maximize (TRUE) a score or minimize (FALSE) a time spent.

The time of a scheduled meeting used when generating a meeting notice.

Milestones are any educational, intervention, medication  or other life changes that have the potential to impact learning.

The date of the student's next scheduled annual IEP.

The next grade the student will move on to following the current year.

The date of the student's next scheduled triennial review.

Any additional notes describing the goal or objective, how it will be taught, requirements, current levels of performance etc.

The number of behaviors (e.g. number of hits) that occurred during the behavior episode. Number of behavior is one of the primary measures determining the intensity / severity of a behavior episode.

The number of individual pieces of data that can be collected for a single target on a single data collection screen.

• The image below allows the user to enter "Count" data for up to 5 trials for each instructional target:

- 3 Trials -

An objective is the expected outcomes of instruction to be accomplished in short-term measurement period (e.g. one grading period). Each objective should be written in such a way that you will be able to judge if the child has mastered the objective. It should include a specific outcome and the criteria for meeting the objective. 

For example, 80 percent of words spelled correctly, or hopping ten feet on four out of five days.

A name used to identify a short term instructional or social objective in the DDtrac program. An objective name should clearly identify the objective being defined and should be easily distinguishable from other objective names defined for the given student (to reduce confusion).

Qualitative data is an important part of the information exchanged in special education. Teachers use "back and forth books" to communicate daily notes to parents and parents write back to teachers about events at home that might impact learning in the special education classroom. In Applied Behavior Analysis (ABA) programs daily communication needs are met through handwritten daily notes to parents and other practitioners.

Qualitative data in special education programs provides a description of the child in context. Qualitative data is frequently the only way to capture the complexity and the transactional interaction between the setting and the student’s performance or behavior (Schwartz & Olswang 1996). Observational comments reflect the practitioner's attempt to create a written account of what he or she hears, sees, experiences, and thinks in the course of observing the student in a particular context.

These qualitative observations are an important mechanism for communicating recent changes in the student and in the student's educational programs between distributed team members. These observation notes are stored in a student centric blog that includes the date and time they were recorded, the name of the practitioner making the comment, and the name of the student the comment is being made about. DDtrac allows parents and other practitioners to share insights related to the observations, facilitating the use of the collective intelligence of the entire group to solve problems arising for specific students. DDtrac also allows the semantic tagging of the narrative comments. The semantic tags are freely chosen keywords which allow for overlapping associations and that can be used for later retrieval and analysis of the qualitative data.

Additional fields allow custom data to be specified for the student.

Anyone involved in the behavioral episode other than the student, either someone injured or someone who helped to trigger the episode.

The following is a list of others involved currently supported by DDtrac:

None
Peer
Staff
Teacher
Substitute
Parent
Unknown
Other

The total points possible on a standard assessment (across all content areas)

Performance on target for the past # sessions mastery is measured over.

A list of people that reside at the student's primary or secondary address and their relationship to the student.

The period or time of day that a particular group meets.  The types of periods are defined in the site definition:

• Period Numbers: 0, 1, 2, 3 ... to 9
  
• Time: 7:00 AM, 8:00 AM, 9:00 AM ..to 7:00 PM
  
• Day: Morning, Afternoon, After School, Evening
• None
  

The maximum number of points a student can receive for gradebook assignments.

The address where the student resides for the majority of the time.

A brief, easily administered measure. Each probe samples the entire range of skills that the student must learn by the end of the year, rather than just the particular skills a teacher may be teaching that week or month.

The standard set for a student to be considered proficient at a specific learning objective (e.g. the student must answer correctly, correct with a prompt, the student must read for 20 minutes or achieve a score of 70)

The expected month and year that the student will graduate or transition out of the program.

The document that the student will likely receive at the conclusion of his or her education program:

• High School Diploma
• GED
• Certificate of Completion
  

A cue designed to assist the child in providing the correct response.

The grade that it is proposed that the student be placed in during the period covered by the current program or plan.

The school that it is proposed that the student attend during the period covered by the current program or plan.

A quiet room or time out room is a space that allows a student to be kept separate from others during a behavior episode. If a student is placed in a quiet room a record of their behavior during the period they are in the room must be kept.

What a student must do to correctly complete an instructional task.

The long-term association between the student and another person. This association may be based on family connections or some other type of social commitment. For example: 

• Mother
  
• Father
• Sister
• Brother
• Foster Parent
• Guardian
• etc.
  

In education "Response to Intervention" (RTI) is used to determine whether the intervention is successful in helping the student learn at an appropriate rate. Under IDEA 2004, it is necessary to document RTI both for At-Risk-Students that are not learning at the appropriate rate AND for special education students.

See our background informaiton on how DDtrac supports RTI our main website

The type of instruction that the student receives in a Response to Intervention (RTI) program:

• RTI Tier 1 - Intervention in the Everyday Classroom
• RTI Tier 2 - Small Group Intervention
• RTI Tier 3 - Personalized, Intensive Instruction
  

The points possible on the standard assessment or on a content area associated with the assessment.

The school the student is currently attending.  This should correspond to the DDtrac site recorded for the student.

The neighborhood school of the student's legal residence. This is the school the child would normally attend.

The score or total points received by a student on an assignment.

A session represents a single data collection work period for a particular student. Initiating a session allows a user to collect data on a variety of objectives and the `end the session` and enter a narrative observation of how the session went.

A second address where the student resides for a portion of the time.

This is a placement setting where children receive all of their special education and related services in educational programs designed primarily for children with disabilities housed in regular school buildings or other community- based settings.

A site in DDtrac is any location where therapy or instruction occurs.. A site is usually a school, although a special school with multiple different classrooms could set-up each classroom as a separate site. Generally, schools that purchase a single school license will have only one site as will individuals who purchase a license for one or two students. A school district will generally define multiple-sites, one for each school. The advantage of using sites is that:

• You can define site specific information which can be use to auto-fill some form data in DDtrac:

• Site administrator: allows a teacher or local school can be responsible for adding students & users for their school (the can be set-up so they will be unable to see students and users from other sites).
• Time zone and daylight savings time: Allows DDtrac to automatically fill dates and times in on some data collection forms.
  
• Locations: The places where student behavior episodes occur (e.g. classroom, playground) and can be tailored for and site (school, home, clinic).
• Schedule: The type of periods and terms that the site uses.
• Contact Information

Click the links for the site(s) available to your organization to edit the information for a specific site.  Click the "Add New Site Button" (if available under your subscription and administrative privilege level) to add a brand new site for your organization.

See Manage Sites for more information on how to create and manage your DDtrac sites.

A social goal can include social behavior that is encouraged during social interactions with teachers, therapists or other students but it does not have specific instructional tasks associated with its completion. Instead, data is taken based on observation of spontaneous, or structured social interactions the student participates in.

Social goals are broken down into a series of shorter term, more specific social objectives. When measuring social interaction using DDtrac, data is taken for the more specific social objectives.

A social objective is a specific social behavior that is encouraged during social interactions with teachers, therapists or other students but it does not have specific instructional tasks associated with its completion.

A  sample social objective might be "Makes eye contact when approached by a peer"

Educational services provided to special education students in order to help them meet their IEP goals.  Services can include:

• Special education instruction
• Speech therapy
• Occupational therapy
• Physical therapy
• Other services

The amount of time the student receives each of the requires services per week should be specified as well as any indirect or preparation time required by the service provider.

A special education setting refers to the type of placement the student has or to the location where instruction takes place.  DDtrac supports specification of the following special education settings:

Regular Class at least 80% of the Time

Regular Class 40% to 79% of the Time

Regular Class less than 40% of the Time

Separate School

Residential Facility

Homebound/Hospital

Correctional Facility (Including Short-term Detention)

If a student has a disability, as classified by the Americans with Disabilities Act (ADA), that prevents him or her from using regular transportation services (e.f. a regular school bus), he or she may be eligible to use  Special Transportation Service which typically offers shared-ride, door-to-door transportation using accessible vehicles.

A standard assessment can be any standardized test or evaluation given to a student or group of students.  For example ABLLS^TM is an assessment commonly given to students with Autism and all students in Colorado must take the CSAP test annually.  The standard assessment definition and data entry option allows student performance on these assessments to be measured over time.

Standard assessments are established for entire site or school district by someone with administrative privileges in DDtrac.  Once the assessment is set-up, anyone allowed to enter data for a student or group can enter standard assessment data.

The day the incident occurred on. All dates in DDtrac should be input in the format mm/dd/yyyy. Start dates are used in tracking when behaviors occur and are used for reports and charts.

The time the incident began in the format hh:mm AM (e.g. 12:35 PM). Start times are used to determine if behaviors occur most often at a particular time of day. Start times can be evaluated using a behavior chart.

DDtrac requires all users use a Strong Password. A Strong Password has the following characteristics:

• Passwords must be between 8 and 12 characters long
• Passwords can not contain spaces
• Passwords are case sensitive
• Passwords must contain uppercase letters, lowercase letters and numbers.

For maximum security do not use personal information as your password (your birthday, phone number, etc.)

Students are the entity that DDtrac collects data for. The following basic information is needed for each student to be entered in DDtrac. Items with * are required fields.

• Student ID
• First Name*
• Middle Name
  
• Last Name*
• Site*
• Active

Once you set the minimum amount of basic information that is necessary for DDtrac, you can set the following optional information: 

• Personal Information
• Placement Information
• Student User Permissions
• Student Group Memberships
• Emergency Contact Information
• Student Documents

Tip: Student data may be entered in a batch using the administrator import students tool.

See Manage Students for more information on how to create, edit and manage student data.

Users can be given one of 4 access privileges for working with student data:

1. None (or Removed),
2. Edit: A user with edit privileges for a student can create or edit the student's goals and objectives, take data for the student, add observations about the student, generate reports, charts and download data for the student.
3. Data Entry: A user with data entry privileges for a student can view the student's goals and objectives, take data for the student, add observations about the student, generate reports, charts and download data for the student.
4. Read: A user with read privileges for a student can view the student's goals and objectives, add comments on observations made about the student, generate reports, charts and download data for the student (This access level was designed specifically for controlling parents access to data).

Access is between a single user and a single student and must be explicitly set for each student / user pair.

The subject the goal pertains to.  Goals can be separated or grouped by subject area.

A target is a very specific instructional task the child is expected to learn. DDtrac takes data related to specific targets so that instructors can pinpoint exactly what the child needs to work on.

For example, if a child had an instructional objective that they would be able to recognize 9 out of 10 uppercase letters presented randomly, the targets would be A, B, C.

A descriptive identifier used to group observation comments for later evaluation.

See Labels

An academic term is a division of an academic year, the time during which a school or organization holds classes. These divisions may be called "terms", "semesters", "quarters", or "trimesters", depending on the institution and the country.  DDtrac allows terms to be defined by season (Fall, Winter, Spring...) or by term number (1, 2, 3...). Groups are assigned to specif terms or be designated as Continuous (not assigned to a specific term).

A trigger is a specific context likely to result in the occurrence of an inappropriate behavior.

A user in DDtrac is anyone that is authorized to read, enter or edit data within the system. The following is a list of data that can be manipulated for a given user: UserID (login name), first name, last name, password, start date, end date, administrative privilege, privileges for working with particular students, and email.

To edit a particular user, {click} the user name link on in the list of user names on the user.asp page.

Password: A DDtrac password must be 8 characters long and be strong. That is it must have at least one uppercase, one lowercase and one non-letter character (e.g. a number or a special character).

• Passwords are encrypted using a one-way encryption algorithm before placing them in the database. This means if someone gets your password out of our database they cannot log in using it.
• It also means, if you forget your password we will need to send you an alternative password we make up because we cannot get your password from the system either.

Administrative Privilege: Users with administrative privilege are allowed to see the Administer Site page plus the pages behind that tab. There are currently 4 levels of administrative privilege:
No Administrative Privileges
Adminster Users and Fixed Number of Students
Administer Users and Students for a Site
Administer Sites, Users and Students


Student Privilege: Student Privilege: Users are give 1 of 4 access levels to work with a given student.

See Manage Users for more information on how to create, edit and manage users.

A unique 6 to 12 character word used to identify by an authorized DDtrac user (e.g. dduck, jdoe1).  Used when logging in and is associated with all data entered by the user.

Optional informaiton defining the user's role within the organization; for example, Special Ed Teacher, Regular Ed Teacher, Speech Therapist, Administrator, Parent, etc.

The user type represents the level of administrative privilege the user has.

DDtrac currently supports the following user types:

No Administrative Privileges
Adminster Users and Fixed Number of Students
Administer Users and Students for a Site
Administer Sites, Users and Students

A 504 plan is designed to accommodate the unique needs of an individual with a disability, as required by the Americans with Disabilities Act (ADA).