Data to Inform Academic Instruction for Students with Extensive Support Needs: Availability, Use, and Perceptions

Figures & data

Table 1. Respondent demographic characteristics and background experience (N = 286).

Characteristic/experience	n	%
Gender
Male	14	4.9
Female	267	93.4
Chose not to disclose	5	1.7
Race
White	253	88.4
Black	10	3.5
Asian	5	1.7
American Indian/Alaska Native	10	3.4
Chose not to disclose	16	5.6
Ethnicity
Hispanic/Latino	3	1.0
Non-Hispanic/Latino	261	91.3
Choose not to disclose	22	7.7
Current grade-level assignment(s)
Grade 3	97	33.9
Grade 4	102	35.7
Grade 5	100	35.0
Grade 6	109	38.1
Grade 7	111	38.8
Grade 8	106	37.1
Grades 9–12	107	37.4
Classroom setting
Self-contained	199	69.6
Resource	40	14.0
Separate school	16	5.6
General education/inclusive classroom	11	3.8
Other (e.g., hybrid, community-based)	20	7.0
Years of teaching in ≥ 1 academic subject
<1	7	2.4
1–5	66	23.1
6–10	60	21.0
11+	153	53.5

Note. Percentages are based on the number of respondents who reached this survey section.

Table 2. Availability and perceived usefulness of data sources.

Data source		Available		Perceived as useful or very useful
	N	n	%	n	%^a
Teacher-driven
Student work products	367	352	95.9	279	79.2
Teacher-made assessments (e.g., quizzes)	367	302	82.3	212	70.2
Quantifiable observational data (e.g., repeated trials data sheet)	367	335	91.3	245	73.1
Informal observation (e.g., anecdotal notes)	367	358	97.5	284	79.3
External
Dynamic Learning Maps (DLM) alternate assessment results	362	326	90.1	96	29.4
Progress monitoring data from packaged curricula (e.g., Unique Learning)	362	217	59.9	101	46.5
Progress monitoring data not connected to packaged curricula (e.g., AIMSweb, easyCBM)	360	215	59.7	92	42.8
Periodic assessment results (e.g., MAP, district assessments)	361	201	55.7	54	26.9
Other	367	128	34.9	75	58.6

Note. ^aPercentages based on those who reported data source was available.

Table 3. Frequency of data use by purpose and data source.

Instructional purpose and data source	< 1 time/month %	1–2 times/month %	Weekly or almost weekly %	Few times/week %	Almost weekly or more often %
Set instructional goals
Student work product	9.0	15.6	41.0	34.4	75.4
Teacher-made assessment	7.7	41.1	40.4	10.8	51.2
Quantifiable data based on observation	9.7	22.1	35.2	33.0	68.2
Informal observation	4.4	12.8	38.2	44.6	82.8
Progress monitoring data – curriculum	26.4	30.7	28.3	14.6	42.9
Progress monitoring data – not curriculum	42.4	26.2	24.3	7.1	31.4
DLM assessment	64.6	22.6	10.2	2.5	12.7
Periodic assessment	68.0	25.3	5.2	1.5	6.7
Other	19.8	30.2	35.7	14.3	50.0
Identify what to teach
Student work products	7.1	13.8	41.7	37.4	79.1
Teacher-made assessment	10.4	30.9	45.0	13.7	58.7
Quantifiable data based on observation	8.1	24.3	41.1	26.5	67.6
Informal observation	5.2	16.4	39.8	38.6	78.4
Progress monitoring data – curriculum	31.3	32.8	21.4	14.4	35.8
Progress monitoring data – not curriculum	37.9	38.4	16.3	7.4	23.7
DLM assessment	57.1	30.0	10.2	2.6	12.8
Periodic assessment	65.6	26.9	6.5	1.1	7.6
Other	20.5	29.5	36.1	13.9	50.0
Tailor instruction to students’ needs
Student work products	2.5	10.0	36.7	50.8	87.5
Teacher-made assessment	6.6	25.5	44.6	23.2	67.8
Quantifiable data based on observation	7.6	19.5	39.6	33.3	72.9
Informal observation	4.0	12.7	40.2	43.0	83.2
Progress monitoring data – curriculum	31.8	28.7	28.7	10.8	39.5
Progress monitoring data – not curriculum	42.1	31.7	19.8	6.4	26.2
DLM assessment	61.4	26.8	9.4	2.3	11.7
Periodic assessment	65.6	25.7	5.5	3.3	8.8
Other	23.5	29.4	31.9	15.1	47.0
Evaluate if instruction was effective
Student work products	3.8	15.3	37.1	43.8	80.9
Teacher-made assessment	8.2	24.6	45.1	22.0	67.1
Quantifiable data based on observation	8.4	25.3	38.5	27.7	66.2
Informal observation	6.6	14.9	41.5	37	78.5
Progress monitoring data – curriculum	34.7	31.6	22.1	11.6	33.7
Progress monitoring data – not curriculum	45.2	29.4	18.8	6.6	25.4
DLM assessment	64.3	24.1	10.0	1.7	11.7
Periodic assessment	68.9	20.0	10.0	1.1	11.1
Other	27.6	29.3	31.0	12.1	43.1
Inform changes to instruction
Student work products	4.6	16.0	37.9	41.5	79.4
Teacher-made assessment	8.0	27.4	44.5	20.2	64.7
Quantifiable data based on observation	9.0	25.6	39.4	26.0	65.4
Informal observation	6.1	15.9	39.2	38.8	78.0
Progress monitoring data – curriculum	37.8	28.1	22.7	11.4	34.1
Progress monitoring data – not curriculum	45.5	33.0	15.7	5.8	21.5
DLM assessment	64.3	23.0	9.5	3.2	12.7
Periodic assessment	67.4	22.1	9.3	1.2	10.5
Other	23.7	37.3	26.3	12.3	38.6
Group students for instruction
Student work products	28.6	21.4	26.3	23.7	50.0
Teacher-made assessment	32.4	27.0	27.8	12.7	40.5
Quantifiable data based on observation	35.8	22.5	25.3	16.5	41.8
Informal observation	25.9	20.0	31.8	22.3	54.1
Progress monitoring data – curriculum	47.8	26.6	16.8	8.7	25.5
Progress monitoring data – not curriculum	58.7	25.4	11.6	4.2	15.8
DLM assessment	73.1	16.5	7.9	2.5	10.4
Periodic assessment	70.0	20.6	7.6	1.8	9.4
Other	44.1	27.0	15.3	13.5	28.8
Discuss student performance with parents/guardians
Student work products	27.2	40.2	20.3	12.3	32.6
Teacher-made assessment	37.5	36.3	19.5	6.6	26.1
Quantifiable data based on observation	42.8	33.9	13.4	9.9	23.3
Informal observation	31.0	35.6	20.1	13.2	33.3
Progress monitoring data – curriculum	59.9	26.4	9.3	4.4	13.7
Progress monitoring data – not curriculum	71.3	19.7	7.4	1.6	9.0
DLM assessment	78.6	16.8	3.2	1.4	4.6
Periodic assessment	81.1	14.8	2.4	1.8	4.2
Other	59.5	22.5	12.6	5.4	18.0
Discuss student performance with student
Student work products	20.3	16.2	29.7	33.8	63.5
Teacher-made assessment	26.9	24.1	30.4	18.6	49.0
Quantifiable data based on observation	37.7	19.2	23.8	19.2	43.0
Informal observation	30.0	17.3	27.0	25.7	52.7
Progress monitoring data – curriculum	53.4	19.1	18.0	9.6	27.6
Progress monitoring data – not curriculum	63.4	18.3	12.4	5.9	18.3
DLM assessment	78.0	13.4	5.8	2.9	8.7
Periodic assessment	78.0	13.7	4.8	3.6	8.4
Other	47.7	24.8	17.4	10.1	27.5
Collaborate on data use
Student work product	36.9	26.2	21.4	15.5	36.9
Teacher-made assessment	43.1	28.2	17.3	11.3	28.6
Quantifiable data based on observation	43.0	28.9	18.1	10.1	28.2
Informal observation	37.5	27.0	22.2	13.3	35.5
Progress monitoring data – curriculum	55.7	25.3	13.2	5.7	18.9
Progress monitoring data – not curriculum	58.5	29.0	9.3	3.3	12.6
DLM assessment	76.8	14.0	6.3	2.9	9.2
Periodic assessment	65.5	21.2	10.3	3.0	13.3
Other	51.4	28.4	11.9	8.3	20.2

Note. DLM = Dynamic Learning Maps. Percentages are based on the total number of respondents who reported the data source was available.

Figure 1. Proportion of available data sources used frequently, by purpose.

Table 4. Perceptions of data and data use.

Scale and question	Strongly Disagree %	Disagree %	Agree %	Strongly Agree %	Combined Agree and Strongly Agree %
School leadership (N = 296)
My school leadership encourages data use as a tool to support effective teaching.	2.4	9.8	50.3	37.5	87.8
My school leadership has made sure teachers have plenty of training for data use.	7.8	32.4	42.2	17.6	59.8
My school leadership discusses data with me.	13.2	27.4	43.6	15.9	59.5
My school leadership creates protected time for using data.	18.2	33.4	34.5	13.9	48.4
Organizational supports (N = 297)
I am adequately supported in the effective use of data.	5.1	16.5	56.2	22.2	78.4
I am adequately prepared to use data.^a	1.7	8.4	63.6	26.3	89.9
There is someone who answers my questions about using data.	8.4	22.0	51.4	18.2	69.6
There is someone who helps me change my practice based on data.	11.1	31.0	42.1	15.8	57.9
I have enough professional development about data use to support my instruction.	5.7	22.6	51.5	20.2	71.7
Professional development is useful for learning about data use.	4.4	14.2	59.0	22.4	81.4
I have access to the technology I need to support my use of data to guide instruction.	3.7	13.8	57.2	25.3	82.5
Attitudes toward data (N = 292)
Data help teachers plan instruction.	1.0	2.4	46.2	50.3	96.5
Data offer information about students that was not already known.	1.4	8.9	58.2	31.5	89.7
Data help teachers know what concepts students are learning.	0.3	2.7	60.3	36.6	96.9
Data help teachers identify learning goals for students.	0.3	1.7	54.5	43.5	98.0
Students benefit when teacher instruction is informed by data.	1.4	1.7	54.5	42.5	97.0
I think it is important to use data to inform teaching practice.	0.3	2.4	54.5	42.8	97.3
I like to use data.	1.7	9.9	52.4	36.0	88.4
I find data useful.	1.4	3.4	55.1	40.1	95.2
Using data helps me be a better teacher.	1.0	6.8	50.7	41.4	92.1
Data competence (N = 292)
I am good at using data to determine student learning needs.	1.0	7.2	64.0	27.7	91.7
I am good at adjusting my teaching based on data.	0.7	7.9	61.3	30.1	91.4
I am good at using data to plan lessons.	1.4	15.8	57.5	25.3	82.8
I am good at using data to set student learning goals.	-	8.9	59.6	31.5	91.1

^aItem excluded from scale.

Figure 2. High-frequency data use to identify what to teach, by type of data perceived as useful.

Table 5. Correlations between perceptions and data use for instructional decisions (N = 359).

Purpose for data use	School Leadership	Organizational Supports	Attitudes Toward Data	Data Competence
Set goal	−.06	.04	.26**	.19**
Identify what to teach	−.05	.07	.20**	.21**
Tailor instruction	−.06	.09	.21**	.20**
Evaluate instruction	.01	.09	.17**	.21**
Guide change	−.05	.11	.22**	.23**
Group students	.12*	.16**	.09	.07

Note. Correlations are Spearman rho (ρ).

*p < .05. **p < .01.

Table 6. Differences in data use by types of data perceived as useful (N = 359).

Purpose for data use	H	Neither vs. teacher	Neither vs. either or both	Teacher vs. either or both
Set goal	14.64**	*	**	NS
Identify what to teach	43.21**	**	**	*
Tailor instruction	46.19**	**	**	NS
Evaluate effectiveness	58.66**	**	**	**
Change instruction	69.20**	**	**	**
Group students	52.13**	**	**	NS

Note. H = Kruskal – Wallis H statistic. NS = not significant. Neither and Either/Both categories refer to Teacher-Only and External Sources.

*p < .05. **p < .001.

Table

a. Student work products

b. Teacher-made assessments (e.g., quiz)

c. Quantifiable data based on observation (e.g., task analysis or repeated trials data sheet)

d. Informal observation (e.g., anecdotal notes)

e. Other

If you marked the ‘other’ option above, please specify the form of data available here.

A2. Which of the following forms of data about academics for students with extensive support needs are available to you?

[Response options: yes, no].

Table

a. Dynamic Learning Maps alternate assessment results

b. Progress monitoring data from packaged curriculum (e.g., Unique Learning/News2u, MEville to WEville)

c. Progress monitoring data not connected to packaged curriculum (e.g., AIMSweb, easyCBM, DIBELS)

d. Periodic assessment results (e.g., district-developed assessments, MAP)

*If ‘no’ to all items in A1 and A2, skip to C1.

Table

a. I am adequately supported in the effective use of data.

b. I am adequately prepared to use data

c. There is someone who answers my questions about using data.

d. There is someone who helps me change my practice (e.g., my teaching) based on data.

e. I have enough professional development about data use to support my instruction.

f. Professional development is useful for learning about data use.

g. I have access to the technology I need to support my use of data to guide instruction

C2. These questions ask about how school leadership (e.g., principal, assistant principal, instructional coach) support you in using data. No one in your school will be able to see your answers. Please indicate how much you agree or disagree with the following statements.

[Response options: strongly disagree, disagree, agree, strongly agree].

Table

a. My school leadership encourages data use as a tool to support effective teaching.

c. My school leadership has made sure teachers have plenty of training for data use.

e. My school leadership discusses data with me.

f. My school leadership creates protected time for using data.

C3. These questions ask about your attitudes and opinions about data. Please answer based on academic instruction for students with extensive support needs. Please indicate how much you agree or disagree with the following statements.

[Response options: strongly disagree, disagree, agree, strongly agree].

Table

a. Data help teachers plan instruction.

b. Data offer information about students that was not already known.

c. Data help teachers know what concepts students are learning.

d. Data help teachers identify learning goals for students.

e. Students benefit when teacher instruction is informed by data.

f. I think it is important to use data to inform teaching practice.

g. I like to use data.

h. I find data useful.

i. Using data helps me be a better teacher.

C4. These questions ask about your attitudes toward your own use of data. Please indicate how much you agree or disagree with the following statements.

[Response options: strongly disagree, disagree, agree, strongly agree].

Table

a. I am good at using data to determine student learning needs.

b. I am good at adjusting my teaching based on data.

c. I am good at using data to plan lessons.

d. I am good at using data to set student learning goals.