USE STUDENTS DATA

Organizing yourself, processes to use data

• Start with baseline data.?Baseline data is necessary as a means to indicate student performance prior to the start of specific instruction or interventions. Pre-assessment tools, such as classroom tests, checklists or self-reflective assignments, in addition to standardized measures when appropriate, allow a teacher to identify targeted deficits to monitor throughout the data collection process. Write measurable goals to address those deficits and center the type of data necessary for progress monitoring.?

Create a single approach.

• ?After your baseline data has been collected, an organized, systemic approach will ensure best practice. Streamline your systems into one approach to create a routine for yourself and your students. Perhaps identify two class periods a week when you can complete a running record of behaviors. For more detailed and frequent collection, dedicate a specific time during each class to complete a checklist of student on-task performance. Whatever you’re using data to measure, consistent trials of information gathering is key.

Choose smart data targets.

?It is essential to carefully choose the tools used to gather student progress notes and data. Each must target a specific skill or behavior related to the goal. Additionally, the student, staff, teacher, support team and parents all must be able to understand it. A tool that is not succinct in its language and process can lead to a murky collection of information that ultimately does not result in accurate findings.?

Select your tools.?

Work samples in a portfolio are always beneficial over time. Checklists that identify the frequency and duration of behavior are quick and simple. Index cards held together with a binder ring can help when identifying data for various students in the same time period. Student self-growth reflections based on specific prompts allow their voice to be an important part of your collection.?Do a Google search or ask your team to identify what is best for student progress monitoring. The array of options can be overwhelming. But when you narrow down your scope and identify specific information necessary to support progress monitoring work, you will find focusing on your identified needs can be less stressful, and using data will be easier.

Analyze and present data.

?Communicating the findings of your data collection is a vital part of your student progress monitoring. Doing so at equal intervals of time — biweekly or monthly, for example — will provide reflective thinking and change in intervention or instruction where necessary.?Teachers, support staff, parents and even students themselves, when able, should participate in the communication around your findings. Effective planning around student progress, as evidenced by using data collected, is an important outcome of each round of communication. When interventions need to change, this can happen as a result of established conversations as a team. Ultimately, if communication happens regularly, the process of developing the best programs to meet student needs is more efficient and effective.