Data Analysis

T/TAC's Top 5

• Teacher-Friendly Data Collection, by Melinda Bright, M.Ed., outlines a data collection and decision-making process for teachers to set goals, create intervention plans, and monitor progress for specific student needs.
• Classroom Assessment Part 2: Evaluating Reading Progress explores in detail the assessment procedures integral to Response to Intervention (RTI). It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.  Topics include assessing reading skills at each grade level (K–6), setting goals, monitoring instruction, adjusting instruction based on students’ reading scores, and understanding how to communicate students’ reading progress to other educational professionals and parents.  The module takes approximately 1 hour to complete.
• Intensive Intervention Part 1: Using Data-Based Individualization to Intensify Instruction overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).  Topics include the purpose of providing intensive intervention, the data-based individualization process, discussion of how to intensify and individualize academic interventions, and description of the difference between quantitative and qualitative adaptations.  This module takes approximately 3 hours to complete. 
• Intensive Intervention Part 2: Collecting and Analyzing Data for Data-Based Individualization offers information on making data-based instructional decisions. Specifically, this module discusses collecting and analyzing progress monitoring and diagnostic assessment data. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).  Topics include the data-based individualization process, how to make data-based instructional decisions, processes for collecting and analyzing progress-monitoring and diagnostic assessment data, and how to use these data to make instructional adaptations.  The module takes approximately 3 hours to complete.
• Team-Initiated Problem Solving (TIPS) is a conceptual model for problem solving that has been operationalized into a set a practical procedures. These procedures are meant to be used during meetings of school-based problem solving teams such as Positive Behavior Interventions and Supports (PBIS) teams.  Use of TIPS procedures can help team members identify, address, and resolve students’ social, academic, and behavior problems. 

T/TAC W&M Newsletter Articles

• Power Tools: IEP Planning and Specially Designed Instruction, by Susan Jones, M.S.Ed. and Shelley Littleton, M.Ed. Every new school year brings the opportunity to reflect and look forward. If organization, data collection, and designing specialized instruction for your students with disabilities are a challenge for you, search no more. We have two resources that will help in all these areas.

• Data-Based Decision Making, by Debbie Grosser, Ed.D., provides general information related to data-based decision making, including the types of data that should be utilized in decision-making, accessibility of these data, and guiding questions for data analysis.

• A Flowchart for Success: Connecting Assessment to Instruction, by Fritz Geissler, M.Ed., describes how to use assessment data to support the selection of instructional strategies that match students’ needs.  This article provides four defined steps for progress monitoring, describes the benefits of progress monitoring, and includes tips for starting the process without feeling overwhelmed.

• Using Formative Assessment to Inform the Use of Evidence-Based Strategies, by Debbie Grosser, Ed.D., provides information about the legislative requirement for using evidence-based instructional strategies in the Individuals with Disabilities Education Act, describes the differences between formative and summative assessments, and explains the value of formal and informal formative assessments.

• Teacher-Friendly Data Collection, by Melinda Bright, M.Ed., outlines a data collection and decision-making process for teachers to set goals, create intervention plans, and monitor progress for specific student needs.

Information Packets

T/TAC W&M Considerations Packets

• Instructional Assessment outlines the Instructional Assessment (IA) model.  Instructional assessment is a form of curriculum-based assessment that is designed to assess the instructional needs of individual students to create the conditions necessary to optimize and maintain learning.  This packet describes the six steps for implementing the IA model and includes several tools and helpful resources.

Training Modules

      VDOE Resource

• Data Collection, Graphing, and Analysis for Intervention Plans – Elementary provides specific information to assist school personnel in implementing evidence-based practices that result in positive student outcomes in elementary schools.  The modules include informational videos, self-check quizzes, and resource handouts.

• Data Collection, Graphing, and Analysis for Intervention Plans – Secondary provides specific information to assist school personnel in implementing evidence-based practices that result in positive student outcomes in secondary schools.  The modules include informational videos, self-check quizzes, and resource handouts.

  The IRIS Center

• Classroom Assessment Part 1: An Introduction to Monitoring Academic Achievement in the Classroom discusses how progress monitoring can affect academic outcomes, and demonstrates how to implement curriculum-based measurement with a classroom of students.  Topics include descriptions of various assessment methods, discussion of how progress monitoring can affect academic outcomes for students, and steps for implementing curriculum-based assessment.  The module takes approximately 1 hour to complete.

• Classroom Assessment Part 2: Evaluating Reading Progress explores in detail the assessment procedures integral to Response to Intervention (RTI). It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.  Topics include assessing reading skills at each grade level (K–6), setting goals, monitoring instruction, adjusting instruction based on students’ reading scores, and understanding how to communicate students’ reading progress to other educational professionals and parents.  The module takes approximately 1 hour to complete.

• Intensive Intervention Part 1: Using Data-Based Individualization to Intensify Instruction overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).  Topics include the purpose of providing intensive intervention, the data-based individualization process, discussion of how to intensify and individualize academic interventions, and description of the difference between quantitative and qualitative adaptations.  This module takes approximately 3 hours to complete. 

• Intensive Intervention Part 2: Collecting and Analyzing Data for Data-Based Individualization offers information on making data-based instructional decisions. Specifically, this module discusses collecting and analyzing progress monitoring and diagnostic assessment data. This resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).  Topics include the data-based individualization process, how to make data-based instructional decisions, processes for collecting and analyzing progress-monitoring and diagnostic assessment data, and how to use these data to make instructional adaptations.  The module takes approximately 3 hours to complete.

• Effective School Practices: Promoting Collaboration and Monitoring Students’ Academic Achievement focuses on the entire school population and highlights partnerships between general education and special education faculty that result in the creation of a 'collective responsibility' and shared high expectations for all students.  Topics include the principal’s role in supporting collaborative practices between the school and community, monitoring students’ academic achievement, and promoting effective school practices.  The module takes approximately 2 hours to complete.

Sites with Multiple Resources/Links

Positive Behavior Interventions and Supports (PBIS)

• Team-Initiated Problem Solving (TIPS) is a conceptual model for problem solving that has been operationalized into a set a practical procedures. These procedures are meant to be used during meetings of school-based problem solving teams such as Positive Behavior Interventions and Supports (PBIS) teams.  Use of TIPS procedures can help team members identify, address, and resolve students’ social, academic, and behavior problems. 

• Creating a Graph to Compare Student Progress with Class Average (PDF)
• Graphing Student Data and Adding a Trend Line (PDF)