One of the most important but most difficult practices for teachers to understand and implement is that of using assessment data to analyze instructional practices and make necessary adjustments that improve student outcomes. This chapter focuses on the use of data-based instruction (DBI) for special education teachers. It provides general information regarding how to use data-based instruction. The chapter describes an example of the use of data-based instruction with a fourth-grade student, Camila, in reading fluency and comprehension. It also provides more information about how teachers can use data-based decision-making, including specific examples, implications for practice, and common barriers to implementation, including how barriers can be overcome. The chapter illustrates next the importance of using quantitative behavioral data in DBI and offer suggestions teachers can use. It discusses how special education teachers and school teams can use student assessment data to analyze instructional practices and make adjustments that improve student academic and behavioral outcomes.
|Original language||English (US)|
|Title of host publication||High Leverage Practices for Inclusive Classrooms|
|Editors||James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis|
|ISBN (Print)||9781138039186, 9781138039193|
|State||Published - Jul 16 2018|
Lembke, E. S., Smith, R. A., Thomas, C. N., Mcmaster, K. L., & Mason, E. N. (2018). Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments That Improve Student Outcomes. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High Leverage Practices for Inclusive Classrooms (pp. 80-93). Routledge. https://doi.org/10.4324/9781315176093-8