How can school personnel use data to make instructional decisions?
Page 4: Analyzing Progress Monitoring Data
After making adaptations to an intervention, the teacher needs to collect and analyze progress monitoring data to determine how the student is responding to the intervention. To obtain a reliable estimate, he or she must collect data for a minimum of six weeks (or six data points if data are collected more than once per week). After graphing the data, the teacher can evaluate the student’s performance using the Four-Point Method, an easy method for examining the relationship between the four most recent data points and the goal line. The figures below illustrate how a teacher can interpret the information from the student’s graph using the Four-Point Method.
|If most of the four most recent data points are on or above the goal line, the student is demonstrating improved outcomes. The teacher should continue with the current instructional program.|
|If most of the four most recent data points are below the goal line and data indicate that the child or student will not meet the benchmark, performance is not improving. It is time for the teacher to make an instructional change.|
For Your InformationAnother way a teacher can evaluate the student’s performance is to use trend line analysis. Although this method is more reliable for evaluating a student’s performance, it requires more time and expertise. Click here to learn more about this process.
Listen as Sarah Arden discusses how long a teacher should implement an intervention before deciding whether or not the student is making adequate progress (time: 0:51).
Sarah Arden, PhD
Technical Assistance Team,
National Center on Intensive Intervention
Review Natalia’s progress monitoring graph below. Using the Four-Point Method, evaluate Natalia’s progress. (Hint: Analyze the data points in the portion of the graph labeled “Quantitative & Qualitative Changes.”)
This graph displays Natalia’s progress monitoring data over a span of seventeen weeks, which here form the x-axis and which is divided by a vertical blue dotted line after Week 7. The left side of this line is labeled “Tier 2,” whereas the section after the line is labeled “Quantitative Changes.” At Week eleven and a half, another vertical dotted line divides the graph. From that point until Week 17, the graph is labeled “Quantitative and Qualitative Changes.”
The y-axis is labeled “Words Correct Per Minute” and is divided into twenty word increments with a gap between 0 and 40 where there is no data. Natalia’s goal line is represented by a red line that begins at 40 words per minute and ends at 75 words per minute.
Natalia’s actual correct words per minute are represented by a blue line that indicates the following numbers: just above 40 words per minute, just above 45 words per minute, just above 45 words per minute, 50 words per minute, just above 50 words per minute, just below 50 words per minute, just above 55 words per minute, just below 60 words per minute, 60 words per minute, 55 words per minute, 60 words per minute, 60 words per minute, just above 65 words per minute, just below 70 words per minute, 70 words per minute, 70 words per minute, and 75 words per minute. At all points, Natalia progress is beneath her goal line.
Select the answer below that indicates how Natalia is performing.