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Tier 2 Disaggregated�Data Workbook�Tutorial

DE-PBS Project

Center for Disabilities Studies

Updated 7/20/2023

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Why use this workbook:

To help make important decision about your Tier 2 programming.

To help others understand the important and extent of your Tier 2 programming.

How to use this tool:

Please review this PowerPoint and update your data monthly in this Google Sheets workbook!

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A quick orientation to this tool…�This is a Google Sheets workbook, but you �don’t need to be an expert to use it!

You will just need to enter some numbers and text from your existing (and any new) Tier 2 intervention-related school activities into this workbook, and we’ll show you how and where!

Tip: You can copy and paste any tables and/or graphs from this workbook into other documents (like Google Docs or Slides, or Microsoft Word or PowerPoint).

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17 Tabs to Help Outline

Your Important Tier 2 Programming

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Certain cells within these 2 tabs will require you to manually enter data/info (but some cells are locked)

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The other 15 tabs are linked to the data/info you enter

(they will automatically generate graphs based on your data)

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Before using this workbook, you’ll need…

A list of your current Tier 2 interventions.

This workbook allows you to track 5 interventions simultaneously. If you have more than 5, consider using one workbook to track behavioral interventions and another to track academic interventions.

A monthly data collection method

This workbook allows your Tier 2 team to track the percentages of students per subgroup responding to those 5 interventions across each month of the SY (September-June). There can be up to 4 subgroups per intervention. We recommend that schools designate a facilitator for each intervention who can collect and report this data monthly to the team leader(s), who would then enter it into this workbook.

And (at least) the Responding criteria for each intervention

As soon as possible, it is recommended that your team determine the other decision rules (i.e., entrance [in] and exit [out] criteria) for each intervention. Interventions should be fluid and dynamic (and not holding pens for students).

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Okay, now to start…

Please open the Google Sheets file named:

“Tier 2 Intervention Tracking with Graphs - Disaggregated - ADD SCHOOL NAME”

Then, make a copy and rename it with your school name.

Special Note: You must be signed in to a Google account in order to make a copy. If you would like to download the workbook to use it in Excel, we recommend downloading the Excel version from our website, in order to preserve formatting.

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Steps for Using the Workbook

Step 7

DISCUSS trends of concern

Step 6

LOOK FOR trends within and across interventions

Step 5

ENTER monthly data to automatically generate percentages of students responding and not responding

Step 4

DOCUMENT decision criteria

Step 3

ADD grouping information

Step 2

ADD intervention information

Step 1

ADD school information

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Step 1: Complete school information at the top of the “AllData” tab

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Step 2: Add intervention names to worksheet�There is space for up to 5 interventions.

Special note: The intervention names you type in these boxes will automatically show up on all other worksheets that relate to that intervention in this workbook!

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Step 2: EXAMPLE

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Step 3: Add group names to worksheet�There is space for up to 4 student subgroups.

Special note: The group names you enter in these boxes will automatically show up throughout other tabs in this workbook!

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Step 3: EXAMPLES

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Step 4: Document Decision Criteria��A. Select the second tab “Criteria”��B. Define the entrance, responding, and exit criteria for each intervention�(Interventions will self-populate based on the names entered on the “AllData” tab)

B

A

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What do we mean by decision criteria?

In Entrance Criteria	On Responding Criteria	Out Exit Criteria
Identify related screening data Consider ABC data Consider staff/student/family referral information	Identify what it looks like if the student is “on progress” with the skills being taught and reinforced	Identify when a student graduates from the intervention Identify when the student should be referred for review for a different intervention

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Decision Criteria�Example 1: Self-Esteem Group

In Entrance Criteria	On Responding Criteria	Out Exit Criteria
Teacher recommendation Score of 15 or less on the Rosenberg Self- Esteem Scale	Teacher reporting more participation in class/their abilities Student creating secure relationships, accepting praise, more self praise/less self deprecation	Score of 18 or higher on the Rosenberg Self-Esteem Scale

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Decision Criteria�Example 2: Mentoring

In Entrance Criteria	On Responding Criteria	Out Exit Criteria
Referred by staff as needing support with managing behavior and relationship building	Demonstrating positive behaviors as noted in classroom/teacher observations, point card, daily progress, etc.	Decreased behavior referrals Adequate progress as determined by staff

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Step 4: EXAMPLE

TIP: To start a new line of text within the same cell,

press CTRL + ENTER (Windows) or OPTION + RETURN (Mac)

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Now that you have your basic intervention information saved…

…you can start adding your monthly data!

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Step 5: Enter Monthly Data ��1. the # of students per subgroup participating in each intervention��2. the # of students per subgroup responding to each intervention

2

1

Hint: Use the responding criteria identified in Step 4 to determine how many students are responding to the intervention.

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Step 5 (continued):��The spreadsheet will automatically calculate:� �3. the total # of students participating in each intervention� �4. the total # of students responding to each intervention

4

3

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Step 5: EXAMPLE

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Step 5 (cont.):��The percentages of students (total and per subgroup)�responding and not responding will automatically�populate once the numbers are entered for each month.

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Step 5: EXAMPLE of generated data

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Step 6: Examine your percentages to determine how interventions are working for students:

Which interventions seem to be working (overall or for specific subgroups)?

(i.e., at least 70% of students are responding)

Which interventions don’t seem to be working (overall or for specific subgroups)?

(i.e., less than 70% of students are responding)

There are three methods for examining your data: ��Method 1 - Look at Tab 1 (to see all trends for all interventions)�Method 2 - Look at tabs for each intervention (disaggregate)�Method 3 - Look at tabs for each month (aggregate only)

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Method 1:�Look at Tab 1 to see all trends for all interventions

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Method 1: EXAMPLE #1

Intervention #1 appears to have worked OVERALL…

…but Intervention #2 does not appear to have worked as well OVERALL

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Method 1: EXAMPLE #2

Intervention #1 appears to have worked for Black/African American students…

…but not as well for Hispanic/Latinx and Other students

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Method 2:�Look at tabs for each intervention

The blue tabs in this workbook provide you with tables and graphs for each intervention across the SY.

They show the percentages of students responding to the intervention per month, both in total and broken down by subgroup.

Special Note: You cannot change the data within the graph worksheets (they are imported directly from the AllData worksheet).

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Method 2: EXAMPLE

OVERALL, the intervention appears to have worked…

…but not as well for Hispanic/Latinx and Other students

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Method 3:�Look at tabs for each month

The orange tabs in this workbook provide you with graphs of intervention data per month.

They show the percentages of ALL students responding to each intervention during that month.

Special Note: You cannot change the data within the graph worksheets (they are imported directly from the AllData worksheet).

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Method 3: EXAMPLE

In December, intervention #1 appears to have worked OVERALL…

…but Intervention #4 does not appear to have worked as well OVERALL in December

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Step 7: For any interventions with low student response rates (less than 70%), ask WHY.

If an intervention is working for less than 70%

of ALL of your enrolled students:

You need to talk about the intervention system. Your discussion may include questions about intervention fidelity and/or retraining in the intervention.

Conversations about individual students’ lack of response should be addressed in a separate, problem-solving conversation.

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Step 7: For any interventions with low student response rates (less than 70%), ask WHY.

If an intervention is working for less than 70%

of particular student groups:

You need to talk about the intervention itself. What is the fidelity of implementation across student groups? Which aspects may be contributing to the discrepancy in response rates?

You should also discuss the impact of possible implicit biases among staff delivering the intervention. It may be helpful to observe how staff is implementing the intervention with students from each of the subgroups.

You should review the research on the intervention. Was it shown to be effective for the same populations of students you are serving?

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Tips for Printing Your Data

Printing is by the worksheet (e.g., AllData, Criteria, Int1, Int2, etc.)
You can adjust your print settings to print each page the way that best fits your discussions and/or sharing

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Thank you for reviewing this tutorial! ��For more information about �Targeted (Tier 2) programming and tools, �please visit our website at �delawarepbs.org

DE-PBS Project

Center for Disabilities Studies

Updated 7/20/23