Data Collection Response to Intervention Nacogdoches ISD Dr. Jo Lynn Corley Fall 2014

Multiple Data Sources • “Multiple data sources were reviewed to determine…” 1. What are your data sources? 2. When is data analysis completed? 3. How do you analyze data?

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

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.

Interpretation • Percentile Rank – 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

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 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 Type of Referral Time of week, Time of day

• 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 *Important-analyze data-what trends are evident? What does the data tell you?

• 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.

• Ogonosky, Andrea. The Response to Intervention Handbook: Moving from Theory to Practice (2010)