Decision Making Data Use

I'm not actually IN a classroom anymore, but I find that the use of data is even more relevant to my current position in the Child Study Team.

As an LDT/C and Supervisor of Special Services / CST, most of my initial decisions are data driven. In order to bring a student to the Intervention and Referral Service Team, data must be produced from the referring teacher. This data includes benchmark assessment scores, NJASK scores, report card grades, attendance data, and any other information, including data from the medical field, that may be available.

If a child needs additional strategies outside of a general educational setting, more data is attained in a variety of areas including formal evaluation procedures. At this point, assessments such as the Woodcock Johnson Tests of Achievement (for academic / educational achievement data) and the Weschler Intellegence Scale for Children (for ability / I.Q. data) are compared to find the child's ability versus his / her accomplishments. There may also be data gathering through speech / language and fine and gross motor formalized assessments. Additionally, the data listed in the first paragraph is utilized.

As young children prior to the age of three are referred to my department, data is collected through the Battelle Developmental Inventory; a group of 5 subtests used by in the U.S. to gather formalized data. 33% delays in one subtest would classify a preschooler and qualify him / her to receive services. 25% delays in two or more subtests would also classify a student.

Quantifying weaknesses through data is really what the classification of students eligible for special education and related services is really about.

The Influences of Assessments

1960's: I loved the Iowa tests. We sat at every other seat at the long tables in the cafeteria. The entire school took the tests at the same time. I felt especially smart because I was done before the other students.

1970's: The SAT's unnerved me. I did not feel prepared for college, so ended up taking a job (and immediately entering night school). Turns out my scores were not so bad.

1980's: The 80's were a blur... no assessments except for those associated with childbirth. I did particularly well with the ultrasound.

1990's: I loved the Miller's. Time to change vocation from industry to stay-at-home-mom to teacher. Ready to move forward.

2000's: OK - now I administer the tests that I loved so in the 1960's. Making sure that the special ed population I taught received all the modifications admissible from the state was so important to me. I want the students to feel as good about testing as I did as a little girl.

and beyond: Now I'm checking in tests, creating test schedules, training special ed teachers and instructional aides how they can best support their students in high stake testing situations.