Grade Level Team Meetings: Analyze Performance Data of All Students

Key Concepts

  1. Identify long-term achievement goals for expected performance.

    Setting realistic and ambitious long-term goals is a way to unite the school and grade-level teams behind a common vision that will lead to better student achievement. By starting with the end in mind, educators will be better prepared to make instructional changes if students are not yet on track to meet the goals.

  2. Assure that ongoing progress monitoring and in-program assessment results fully inform instruction decisions.

    Grade level teams should use assessment data to identify groups of students who need additional supports and prioritize that student support based on previously set achievement goals. Such data can be used at a big picture level for long-term planning as well as on a more regular basis for ongoing progress monitoring that helps teams refine and hone their daily plans.

  3. Use decision rules to evaluate the impact of instructional programs and interventions for all students.

    After determining a baseline performance for each student, teams use a progress monitoring graph with an aim line that shows the rate at which students need to progress in order to reach the goal within the given timeframe. Teams can use one of two decision rules to guide instructional programs and interventions. The 3-point decision rule uses regularly collected data points to determine which of three actions the team should take: make an instructional change; raise the goal; or continue with the current program. An alternate means of analyzing the data, trendline analysis, uses multiple data points to create a line of best fit showing whether a particular student is on track to exceed, meet, or fail to meet the goal.

  4. Support grade level team problem solving at the system and student levels.

    When student progress is measured frequently, teams can make adjustments using regular problem solving discussions. The cyclic, data-driven decision making process moves through the assessment and interpretation of data, prioritization and planning, implementation of plans, and analysis of new data to determine the effectiveness of plans. This process helps teams to analyze any obstacles to progress that may arise and determine whether the issue needs to be resolved at the group level or at the level of an individual student.

Professional Development Presentation

Click to play presentation.

Now that your Grade Level Team Meetings are organized and procedures are established, what do you do with your data? This presentation will guide you in learning how to analyze student performance data and use it as a basis for decision-making at both the student level and the system level. Conducting effective Grade Level Team Meetings are critical for identifying when to adjust instruction for individuals and groups, as well as evaluating the effects of instruction as a whole.

Apply the Concepts

Practice Activities

These practice activities are designed for group or individual study.
1. Trendline Analysis

Review the instructions given in the presentation for plotting a trend line and use the monitoring graph examples to fully illustrate trend line application.  Answer these reflection questions: Is the trend line steeper (or higher) than the actual goal line, or is it less steep (lower) than the goal line?  What would be the instructional implication?  This activity provides participants a second option for applying decision rules.

2. Applying the 3-Point Decision Rule

Review the information and monitoring graph provided for case study subject Michael.  Consider the information within the presentation on Using the 3-Point Decision Rules.  Answer these reflection questions: Is Michael on track to meet his goal at the end of the year?  Does your team need to change instruction for him?  This case study gives participants the opportunity to apply the information on the 3-Point Decision Rule to a unique profile.

Resources

These resources provide a more in-depth look at the topic.
1. Data Analysis for Instructional Decision Making: Team Process, A Data Analysis Team Script

This twelve-page protocol was revised in 2008 by the Pennsylvania Department of Education to provide a framework for data analysis and instructional decision making within a team structure. Part I outlines procedures, typical prompts, and record keeping for initial fall goal setting and instructional planning. Part II addresses the same three components for quarterly benchmark meetings. This example gives grade-level teams valuable suggestions for implementing their team’s data analysis procedures.

2. Bethel School District Response to Intervention Guidelines, Procedures, Calculating Adequate Growth

This six-page policy document outlines the "Response to Intervention Guidelines" by Bethel School District (Oregon) established Spring 2007. The guidelines focus on level and rate (including a detailed research base) and outline decision rules for calculating adequate progress. This document provides an example of policy related to the use of progress monitoring and decision rules within a specific setting.

Links

These links provide access to outside resources on this topic.
1. Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement

This book chapter presents a comprehensive look at basic considerations of progress monitoring and goal setting. It includes a section on best practices related to the application of decision rules within a Response to Intervention framework. The information provides context for the grade level team focus on analyzing performance data.

Full Citation: Shapiro, Edward S. (2008). Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement. In Best Practices in School Psychology V, (pp. 141-157). National Association of School Psychologists.