Data Based Decision Making Melissa Long, MTSS Teacher Trainer

Janet Stephenson, MTSS Teacher Trainer

What do we want you to Know? The types of data

What do we want you to Understand? How to use aim lines and trend lines to guide in student decision

making process

What do we want you to be Able to do? Share your knowledge at your school

Analyze data and make decisions

Expected Outcomes

1. Write the answer on a post it note… What do I want to learn from todays workshop?

2. Choose a corner that describes what your background knowledge is about Data Based Decisions. Take your post it note with you.

Dirt Road – don’t know anything about Data Based Decisions

Gravel Road – I know a little about it but haven’t used it

Paved Road – I know about it and use it sometimes

Yellow Brick Road – I know it, use it and could teach this class

3. Share what is on your post it note with the group in your corner

Four Corners

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

3 Cornerstones of MTSS

Tiered System of Intervention

Systematic Problem Solving

Data Monitoring

and Analysis

MTSS

Problem Solving Model

Identify students early.

Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner (I.C.E.L.).

Modify instruction and implement evidenced-based interventions based on individual needs.

Make informed decisions about what resources are needed to ensure student success.

Goals of MTSS in FloridaT i R – Thinking is Required

7

I.C.E.L.

DATA

INSTRUCTION

CURRICULUM

ENVIRONMENT

LEARNER

8

Capacity to Problem-Solve Capacity to Collect Data, and Make Sense of It Capacity to Deliver Instruction at Different Intensities (Tiered-

levels of services) Capacity to Display Data Over Time

Which one do you feel your school is doing well? Discuss with a partner

In order to make data based decisions, you need a few pieces of infrastructure:

Analyze the past – How did we do? What can we do better? Plan for today, drive our instruction – What should we do

differently? Diagnose – What specifically is the issue? Progress Monitor- Is what we are doing working? Predict the future

Using Data to…

What Data Are We Looking At?

Historical & Current

Academic Data*Student data*Class data

*Benchmark data*Grade level data

Formative Data

Summative Data

Progress Monitoring

Behavioral Data

Intervention Data

11

Data-Based Decision Making

Data types used within the MTSS model

Four purposes for assessment within MTSS:

1)Screening: identify students at risk for academic difficulty2)Diagnostic: provide an in-depth, reliable assessment of

targeted skills3)Progress monitoring: determine whether the student is

responsive to given instruction4)Outcome: student demonstrates accepted level of

mastery

Materials: Assessment MatAssessment Words

In a small group or with a partner discuss the types of assessments.

Categorize the types of assessments under the type of assessment that they would be.

Check yourself

Assessment Activity

Text the answer to the following question… Keyword to 37607

Which type of assessment would help to make the decision of which skills or strategies instruction should be targeted around?

A. 64777 ScreeningB. 64784 Progress Monitoring C. 64902 DiagnosticD. 64943 Outcome

Formative Check

Curriculum Based

Measurements

The Basics of Curriculum Based Measurement – CBM

Monitors progress throughout the school year

Measures at regular intervals

Uses data to determine goals

Provides parallel and brief measures

Displays data graphically

Progress Monitoring Tools

Brief & Easy

Sensitive to growth

FrequentEquivalent forms

Progress Monitoring

Main Uses:

◦Determine students' progress toward important and meaningful goals

◦Make timely decisions about changes to instruction so that students will meet those goals

◦Aid in instructional planning.

Connections to Common Core Common Core defines the “what students are expected to

know” of Tier 1 at each grade level.

Use Universal Screeners and Diagnostic Tools to find specifically where students are struggling (or accelerating) in the context of Common Core.

Use Progress Monitoring Tools and data to determine how students are responding to instruction and intervention.

Graph Components

Aimline

Trendline = 0.95 words/week

Graph Components

Skill

equalincrements

Time - equal increments

Instructional Change Line

Goal

Intervention(Group or Individual)

Baseline

Aim Line

Trend Line

Making Decisions:

Using Data to

Move Between Tiers

Data-Based Decision Making

General Instruction

Supplementary Intervention

Intensive Intervention

Decision rules

Decision rules

Inte

nsi

ty o

f In

terv

en

tion Sh

ould

this

stud

ent

mov

e to

Tier

3?

Shou

ld th

is

stud

ent

mov

e to

Tier

2?

Apply Decision Rules…

Is rate of progress acceptable? If not, why and what should we do about

it? ◦ Frequency and amount of intervention◦ Instructional strategy◦ Opportunity for practice and application◦ Other factors?

Choices- try another intervention, modify

existing intervention, other?

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

Case Studies:Let’s Practice Using

OurData-Based Decision

Making Skills…