6. Data Evaluation in Action

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Process for Data Analysis.pdf

Data Analysis

The School-Based MTSS Team is responsible for ensuring that all staff understand the purposes of assessments and have access to academic, behavioral, and social-emotional data sources that address the following purposes of assessments:

  • identify students at risk academically, socially, and/or emotionally

  • determine why a (any) student is at risk

  • monitor student academic and social-emotional growth/progress

  • inform academic and social-emotional instructional/intervention planning

  • determine student attainment of academic, behavior, and social-emotional outcomes.


Critical guiding questions and assessment practices are refined and adjusted to ensure the availability of accurate and useful data to inform instruction. Guiding questions about using data and inferring meaning from them might include:

  • What questions are we asking of the data?

  • What inferences and explanations can we draw from these data sets?

  • What tentative conclusions might we draw?

  • What additional data might we explore to verify?

  • Does our curriculum emphasize this content?

  • Did we teach this content?

  • Do all students have access to high-quality instruction of this content taught by highly qualified teachers?

  • Do our beliefs, assumptions, and expectations about what students can learn limit some students from learning this content?

District and School-Based Data Sources and Analysis Tools

Comprehensive Assessment Plan with Analysis Tools

Performance Matters

SHAPE (School Health Assessment and Performance Evaluation)

FAM-S (FAM-S Scoring Tool)

FAM-D (Facilitated Assessment of MTSS-District)

Istation (Istation Analysis Worksheet)

NC STAR

NC School Report Card

EVAAS

NC End of Grade

NC End of Course

Educators Handbook

Panorama

Schoolnet (Access through NCEdCloud)

The Role of Assessments

  • Determine a child’s progress toward standards

  • Ensure students have mastered the skills they need

  • Identify needs and assist in planning

  • Guide instruction and identify where intervention is needed

  • Enable collaboration and communication between teachers and administrators

  • Inform decisions

  • Enable schools to evaluate progress and ensure accountability

  • Set priorities at all levels – individual, classroom, schools, and districts



Differentiated Assessments at Different Levels


Formative: Are they getting it?

(High Opportunity to Improve Student Learning)

• Given by the teacher during instruction to measure progress (often integrated into the lesson)

• Provides frequent and timely feedback on teaching effectiveness and students’ current

learning

• Small scale assessment that identifies strengths as well as learning gaps to guide responsive

instructional actions (2-3 weeks of teaching the standards)

Interim/Benchmarks: Have they got it?

(Medium or High Opportunity Depending on Implementation)

• Given during instruction to measure interim progress (typically every 6-8 weeks) relative to a

specific goal or standard

• Common Assessments that can be aggregated and reported

• Identifies gaps in learning and timing allow for further instruction before the end of the

9-week period/trimester, semester, or school year

Summative: Did they get it?

(Low Opportunity to Improve Student Learning)

• Graded assessment, often done statewide and used for planning and identifying areas needing

additional focus

• Measures standards-based skills and knowledge at the end of an established time period (end

of year, end of course)