Using Student Achievement Data: A Course for School Psychologists
Learn how to move from student achievement data to meaningful instructional decisions. This course focuses on practical strategies for collecting, interpreting, and applying student data within consultation, intervention, progress monitoring, and schoolwide decision-making systems.
From Data to Action
School psychologists frequently collect, review, and interpret student data, but the greatest value of that information comes from what happens next. Throughout this course, you will examine how student achievement data can support instructional planning, intervention decisions, student goal setting, progress monitoring, and collaborative problem solving.
The course moves from foundational data practices to applied decision-making cases and implementation in psychological practice.
What You’ll Cover
The Instructional Improvement Cycle
Understand how assessment, instruction, intervention, and progress monitoring function as an ongoing improvement process.
Collecting and Preparing Student Achievement Data
Examine how relevant achievement information is gathered and organized for meaningful interpretation.
Interpreting Data to Guide Instructional Decisions
Identify patterns in student performance and connect findings to instructional needs and supports.
Helping Students Use Their Own Data and Set Learning Goals
Explore ways to help students understand progress, participate in goal setting, and monitor their own learning.
Building a Schoolwide Vision and Culture for Data Use
Consider the systems, expectations, and collaborative practices that support effective schoolwide data use.
Using Data Systems Effectively
Examine how data systems can support access, organization, interpretation, and instructional decision making.
From Student Data to Action: Applied Decision-Making Cases
Apply data-based decision-making principles to practical school-based scenarios.
Implementing Data-Based Decision Making in Psychological Practice
Bring the course concepts together for application in consultation, intervention, MTSS, and psychological practice.
How the 6 CE Hours Were Determined
Because this is an independent home-study course rather than a live presentation, continuing education credit is based on the estimated amount of time required to complete the instructional content, assigned professional reading, learning activities, and assessment.
Child & School Psychology CE uses the Mergener formula as a standardized method for estimating completion time for text-based continuing education programs.
Course Components Included
Mergener Formula
Estimated completion time is calculated using:
The documented calculation for this course produced an estimated completion time of approximately 6.16 hours.
The course awards 6.0 continuing education hours. The credit award is conservative and does not round the calculated completion time upward.
View Credit-Hour Determination →Use data to support better instructional decisions.
Begin with the first lesson below and progress through each section in order.