From Data to Decision Making: A Usability Study of the ESSY Whole Child Screener Data Reports

We are developing the Expanding Screening to Support Youth (ESSY) Whole Child screener to provide an efficient and comprehensive school-based screening instrument. Existing evidence suggests that teachers may have difficulty interpreting and using data reports, with implications for educational decision making. We used a sequential explanatory mixed methods design to evaluate three data report options for the ESSY Whole Child Screener. A U.S. sample of 285 teachers were randomized to one of three conditions: data report, data report + basic interpretation guide, and data report + expanded interpretation guide. Participants viewed a video recording of a mock data team reviewing data for a fictional student using the assigned materials. Participants then evaluated the usability of the assigned data report materials on six constructs of usability. Qualitative interviews were conducted with nine participants. Quantitative results indicate that teachers had similar perceptions of usability across conditions with the exception of the data report + basic interpretation guide reducing perceived need for additional professional development or consultation. Qualitative findings suggest similar perceptions of usability across conditions. We discuss implications for finalizing the instrumentation of the ESSY Screener, school-based data use, and measure development.