Data Usage Response to Intervention Nacogdoches ISD What knowledge and skills should students acquire? How will we know when each student has mastered the skills? How will we respond when students do not learn? How will we extend and enrich the learning for proficient students? (DuFour et al., 2010a, p. 28)

Multiple Data Sources “Multiple data sources were reviewed to determine…” What are your data sources? When is data analysis completed? How do you analyze data? “Multiple data sources were reviewed to determine…” What are your data sources? When is data analysis completed? Grade Level Department How do you analyze data? DMAC

Data Sources Criterion Referenced Tests Norm Referenced Tests Curriculum Based Measurement

Criterion Referenced Tests Most common teacher test. SKILL FOCUS-drives instruction Scores interpreted as percents. Diagnostic Tool Questions are meant to show how much a student knows and how student performance compares to expectations. EXAMPLES Common Assessments CAT on I-stations and Think Through Math Driving Test Citizenship Test Problems… May not have been tested for reliability and validity Performance can be misleading; doesn’t account for generalizations or other variables How do mastered objectives relate to high stakes tests?

Interpretation For instance, if a criterion were “the ability to subtract single digit numbers,” the interpretation would involve indicating simply whether or not the student answered the administered subtraction problem items correctly.

Norm Referenced Tests Compares a student score against the scores of a group of students who have already taken the same exam (called the norm group). COMPARATIVE DATA-drives instruction Diagnostic Tool Scores interpreted as percentiles. EXAMPLES- IQ TESTS JOB INTERVIEWS

Interpretation Percentile Rank Grade Equivalent 88th percentile means that your score was equal to or greater then 88 percent of the test takers. Grade Equivalent A third grader that scores a GE 6.5 means that this student is reading as well as a 6th grader taking the same test would have scored on third grade material.

Curriculum Based Measurement Single point in time What is student’s rate? Doesn’t drive instruction, but explains students academic competence over time.

Interpretation Interventioncentral.org Types DRA TPRI AR/STAR RENAISSANCE EASY CBM varies

Tier 1 Recommendation To identify students at the beginning of the year who are at-risk or who are experiencing difficulties and who may need extra instruction or intensive interventions if they are to progress toward grade-level standards by the end of the year, as well as students who have reached benchmarks and who need to be challenged. On Grade Level-once a week

Tier 2 and 3 Recommendation To monitor students’ progress during the year to determine whether at-risk students are making adequate progress in critical skills and to identify any students who may be falling behind or need to be challenged. To inform instructional planning in order to meet the most critical needs of individual students. To evaluate whether the instruction or intervention provided is powerful enough to help all students achieve grade-level standards by the end of each year. Off Grade Level – twice a week

Step One: Gathering Data Review Universal Screening Data Is student below grade level? What intervention(s) would be appropriate? Review Teacher Data Formative (weekly/biweekly) Summative (six weeks assessment) Learning Styles Classroom Observation Strengths Specific Area(s) of Focus

What data? TPRI DRA Fluency Checks Running Records Maze Comprehension Program Reports AR Goal Problem Solving Task Analysis Behavioral Analysis Learning Type Student Conference/Interview Strengths Areas of Focus Health Attendance Discipline Grades Common Assessments State Assessments

Step Two: Analyzing the Data Review Item Analysis Categorize Students Mastery Reteach Sort data by learning target What is data telling you… About group? About individual student?

Analyze to study (something) closely and carefully : to learn the nature and relationship of the parts of (something) by a close and careful examination (Merriam Webster) Quantitative Data Qualitative Data

Quantitative Data Data points by measurable intervals (y-axis) Percentage Correct Items Correct (raw score) Areas of Development Reading Levels Words Correct per Minute Number of Absences or Tardies Number of Discipline Referrals Data points by time intervals (x-axis) By Day By Week By Grading period By Assessment (eg: Test 1, Test 2, Test 3 or BOY, MOY, EOY)

Qualitative Data Transcription of student conference/interview Open-ended questions with responses Anecdotal notes Recordings Work samples Description of actions/behaviors Journals

Become familiar with qualitative data If written, read several times If recordings, listen to several times Focus What do you want to find out? What answers are looking for? Categorize (Coding)-Analysis Identify themes and patterns Organize into categories

Interpretation-Synthesis What did you find out? What is the meaning of the data? Summary Report findings.