1. 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)

2. 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

3. Data Sources Criterion Referenced Tests Norm Referenced Tests
Curriculum Based Measurement

4. 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?

5. 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.

6. 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

7. 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.

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

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

10. 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

11. 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

12. 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

13. 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

14. 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?

15. 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

16. 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)

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

23. 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

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