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.