In what situation is a school psychologist effectively using data for decision-making?

In what situation is a school psychologist effectively using data for decision-making?

• A. A. Creating a graph to visualize survey data for the community.
• B. B. Preparing summaries of data for stakeholders.
• C. C. Expanding a successful program to another grade level based on data.
• D. D. Reviewing student performance data to identify new evaluations.

Answer: (C)

The correct choice is expanding a successful program to another grade level based on data, as it exemplifies an effective use of data in decision-making within the school setting. This approach relies on empirical evidence gathered from previous program outcomes, demonstrating its impact and effectiveness. By analyzing data that indicates success among certain student populations or grade levels, a school psychologist can make informed decisions about scaling up interventions or programs that have shown positive results. This strategic approach ensures that resources are allocated efficiently and aimed at maximizing student support across various grade levels. The other options, while relevant to data utilization, do not directly reflect the application of data for proactive decision-making regarding programs. For instance, creating a graph for survey data helps in visualizing information but does not involve direct application for program expansion. Preparing summaries for stakeholders communicates data but may lack the follow-through on actionable steps based on that data. Reviewing student performance data to identify evaluations might indicate a need for assessments, yet it doesn't inherently involve the forward-thinking approach of expanding programs based on existing success. Thus, the choice of expanding a program is the most indicative of data-driven decision-making in a school psychologist's role.

The correct choice is expanding a successful program to another grade level based on data, as it exemplifies an effective use of data in decision-making within the school setting. This approach relies on empirical evidence gathered from previous program outcomes, demonstrating its impact and effectiveness. By analyzing data that indicates success among certain student populations or grade levels, a school psychologist can make informed decisions about scaling up interventions or programs that have shown positive results. This strategic approach ensures that resources are allocated efficiently and aimed at maximizing student support across various grade levels.

The other options, while relevant to data utilization, do not directly reflect the application of data for proactive decision-making regarding programs. For instance, creating a graph for survey data helps in visualizing information but does not involve direct application for program expansion. Preparing summaries for stakeholders communicates data but may lack the follow-through on actionable steps based on that data. Reviewing student performance data to identify evaluations might indicate a need for assessments, yet it doesn't inherently involve the forward-thinking approach of expanding programs based on existing success. Thus, the choice of expanding a program is the most indicative of data-driven decision-making in a school psychologist's role.