Toolkit
Advancing Data-Driven Decisions & Solutions
These strategies highlight research and best practices, along with short-, medium-, and long-term solutions, as essential for advancing data-driven decision making and solutions.
Strategy A
Use data to guide instructional and service decisions, as well as to monitor student access to and progress in the general curriculum and toward IEP goals.
Strategy B
Tailor general education and specially designed instruction (SDI) to meet students’ academic and functional needs.
School Story
Principal Donahue: Absence of Data-Informed Decision Making
Learn from Principal Donahue as he empowers teachers to confidently use data in their instructional planning, resulting in better monitoring of student progress and more informed decisions, especially for student with disabilities.
Strategy A
Use data to guide instructional and service decisions, as well as to monitor student access to and progress in the general curriculum and toward IEP goals.
Deepen My Knowledge: Evaluate existing methods of data collection, analysis, and use to support decisions for students with disabilities.
Possible Actions
- Document the data that are collected for students with disabilities, how and when these data are collected, who collects them, and how they are used.
- Gather feedback from general and special educators, families, and students about the current data practices.
- Assess the accuracy, completeness, and relevance of the data being collected specifically for students with disabilities.
- Review the way analyzed data inform IEPs, instruction, and resource decisions.
- Identify gaps and improvement areas in data collection and analysis for students with disabilities.
Resources
Why Administrators Should Support Data-Based Individualization
Four Keys to Supporting Intensive Intervention Implementation
Data-based Decision-Making for Core Instruction: Not Just for Intervention
Improving Student Outcomes and Educator Collaboration in Lexington District One
Continuous Improvement in Education: A Toolkit for Schools and Districts
Support My Staff: Offer training to build educators’ data skills for guiding instruction, monitoring access, and tracking IEP progress.
Possible Actions
- Create opportunities for staff to discuss data practices, share insights, and learn from one another.
- Offer ongoing support and professional development opportunities to ensure that staff continue to build their data literacy skills.
- Develop and distribute resource materials such as guides, tutorials, and FAQs that staff can refer to as they build their data literacy skills.
- Organize hands-on workshops and integrate them into professional learning community meetings in which staff can collaboratively practice using different data tools and techniques, share strategies, and reflect on implementation.
Influence Systems: Regularly monitor and assess the effects of improved data practices on educational decisions and student outcomes to adapt school systems, better serve students, and enhance learning environments.
Possible Actions
- Communicate a clear vision for data-drive instruction that includes specific goals related to students with disabilities.
- Establish clear metrics and benchmarks to evaluate the impact of data practices on student achievement and engagement.
- Regularly collect feedback from teachers, special education staff, families, and students about the new data systems and practices.
- Form a data leadership team with general and special education staff to review and act on feedback about data use.
- Compare pre- and postimplementation outcomes (e.g., attendance, behavior, academic growth) to assess the effectiveness of data initiatives.
- Use dashboards or visual reports to make data trends accessible and actionable for staff and leadership teams.
Strategy B
Tailor general education and SDI to meet students’ academic and functional needs.
Deepen My Knowledge: Engage in targeted training and collaborative-learning opportunities to strengthen understanding of evidence-based and specially designed instruction.
Possible Actions
- Pursue targeted professional development focused on data-based decision making, IDEA requirements for SDI, characteristics of evidence-based practices, and differentiated vs. specially designed instruction.
- Engage in peer learning with experienced leaders in establishing effective learning environments for students with disabilities.
- Partner with the special education director to use IEP review protocols to examine how well instructional strategies align with students goals.
- Consult with staff who collect and analyze data on students with disabilities to better understand current data interpretation and its instructional implications.
Support My Staff: Establish ongoing, collaborative training to build staff data skills for tailoring instruction that is responsive to the academic and functional needs of students with disabilities.
Possible Actions
- Develop a collaborative professional learning plan focused on IDEA requirements, evidence-based practices, and data use to tailor instruction for students with disabilities.
- Select a walk-through tool focused on identifying evidence of SDI and EBPs in classrooms.
- Establish learning walks with general and special educators to observe SDI in action.
- Use structured protocols to respond when data show that students are not making progress toward IEP goals.
- Schedule time for general and special educators to review the effectiveness of supplementary aids and services, and plan necessary adjustments.
Resources
Progress Monitoring: Data and Goal Setting
Instructional Walkthrough Tools
Walkthrough Tool for Classroom Observation
Intensive Intervention Meeting Facilitator’s Guide
Supplementary Aids and Services
Individualized Services and Supports
High-Leverage Practice 12: Systematic Instruction Administrators Guide
Influence Systems: Implement a consistent school-wide data analysis protocol that prioritizes students with disabilities and drives instructional adjustments, intervention planning, and IEP goal monitoring.
Possible Actions
- Embed SDI and EBP expectations into school improvement plans and instructional frameworks.
- Align teacher evaluation tools to include indicators of effective instruction for students with disabilities.
- Set clear expectations for using data in lesson planning and IEP monitoring, and regularly check implementation with walk-throughs and data reviews.
- Establish collaborative practices between general and special education teachers to align efforts, share insights, and ensure that IEP goals are integrated into instructional planning.
- Establish a consistent data analysis protocol that focuses on students with disabilities.
- Continuously collect feedback from staff and analyze outcomes to improve the framework’s effectiveness and alignment with student needs.
Solutions in Action
Advancing Data-Driven Decisions & Solutions
Karla Miller, Elementary School Principal, Great Falls Public Schools, Montana
In this video, discover how an elementary school principal facilitates problem-solving meetings aimed at supporting teachers and related service providers to review student data and identify data-driven solutions for supporting students with disabilities.
Related IDEA Considerations
Several provisions within the Individuals with Disabilities Education Act (IDEA) emphasize the importance of data for decision-making —a process that is fundamental to ensuring that each student's individualized education program (IEP) is “reasonably calculated to enable a child to make progress in the general education curriculum” [Endrew F, 2017]. The IEP must include a statement of the present levels of academic and functional performance (PLAAFP) [§300.320(a)(1)] and use this information to inform the development of measurable annual goals [§300.320(a)(2)]. The annual goals must include how progress will be measured, reported, and how parents will be regularly informed of student progress [§300.320(a)(3)]. Likewise, the IEP team must review the IEP at least annually, using data to determine whether the goals are being achieved and if revisions are needed [§300.324(b)(1)]. Together, these requirements ensure that data is systematically collected and utilized to inform instructional strategies and service delivery decisions. This data may include evaluation results, both summative and formative assessments, as well as other relevant sources such as parent input and classroom performance.
Several court rulings have shaped the interpretation and implementation of the IDEA regulations listed above, particularly regarding data collection and its use in decision-making for students with disabilities. For instance, the landmark Supreme Court decision in Endrew F. v. Douglas County School District (2017) clarified the substantive obligation under IDEA formerly established by the Board of Education V. Rowley (1982) decision. IDEA defines FAPE as special education and related services provided at public expense, under public supervision, and without charge, meeting state standards and conforming to the IEP required under section 1401(9). The Endrew ruling emphasized that IEPs must be "…reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” In addition, the Klein Independent School District vs. Hoven (2012) emphasized the importance of using data to evaluate whether the IEP provides meaningful educational benefit. It is important to note the Shaffer vs. Weast (2005) decision places the burden of proof on proving the IEP is inadequate on the party seeking relief (usually the families). These rulings collectively reinforce the critical role of data in developing, implementing, and monitoring IEPs to ensure compliance with IDEA and meaningful progress for students with disabilities.