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MODULE 4 Data-Based Decision Making. Training Modules. Outcomes – Module 4. Participants will understand… Progress Monitoring Graphing Data Data-Based Decisions Linking Cases to PS/RtI . PS/RtI - DATA

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outcomes module 4
Outcomes – Module 4
  • Participants will understand…
  • Progress Monitoring
  • Graphing Data
  • Data-Based Decisions
  • Linking Cases to PS/RtI
slide4

PS/RtI - DATA

The Problem Solving approach is supported by student progress monitoring data that supports data-based decision making throughout the tiers in the RtI process.

slide5

Data-Based Decision Making Process

What do we expect all students to know and do?

State Standards

Progress Monitoring Benchmarks

How do we know if students are meeting the expectations?

Screening

Progress Monitoring

Outcome Assessment

Data

  • What do we do if students are not meeting expectations?

Data Compilation

& Analysis

Diagnostic Assessments

Decision Rules about

Problem Solving / Response to Intervention

Fidelity Checks

slide6
Why?

“Until you have data as a backup, you’re just another person with an opinion.”

Dr. Perry Gluckman

components for implementing data based decision making
Components for Implementing Data-Based Decision Making
  • Collaboration between departments/professionals (PLC)
  • Buy in
  • Tier structure in place
  • Problem Solving Model
  • Progress Monitoring
  • Staff Skills
  • Resources
essential questions
Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

3 cornerstones of rti

Tiered System of Intervention

Data Monitoring and Analysis

Systematic Problem

Solving

3 Cornerstones of RtI

RtI

tier 1 is delivery of a scientifically based core program with
Tier 1 is Delivery of a Scientifically Based Core Program with...
    • Fidelity
    • Intensity
    • Rigor
    • Accommodations
  • If Done Well, We Expect to Meet the Needs of Most...SomeWill Need More
tier 2 is more
Tier 2 is “MORE”
  • (More) Time (Core Program +)
  • (More) Explicit Teacher-Led Instruction
  • (More) Scaffolded Instruction
  • (More) Opportunities to Respond with Corrective Feedback
  • (More) Targeted Specific Skills
  • (More) Intensive Motivational Strategies
  • (More) Frequent Progress Monitoring
tier 3 is most
Tier 3 is “MOST”
  • (Most) Time (Core Program + to Greatest Degree Possible)
  • (Most) Explicit Teacher-Led Instruction
  • (Most) Scaffolded Instruction
  • (Most) Opportunities to Respond with Corrective Feedback
  • (Most) Targeted Specific Skills
  • (Most) Intensive Motivational Strategies
  • (Most) Frequent Progress Monitoring
match the intervention to the skill deficit student need
Match the Intervention to the Skill Deficit/Student Need
  • What is the root cause of the problem?
    • Lack of Phonological Awareness
    • Phonics/Decoding/Text Processing
    • Fluency
    • Comprehension
  • Performance deficit or skill deficit?
  • Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress
integrating the tiers
Integrating the Tiers
  • Tier 1 (Core) instruction present at all three levels
  • Purpose of Tier 2 is to improve success in Tier 1
  • Purpose of Tier 3 is to improve success in Tier 1
data based decision making
Data-Based Decision Making
  • Data types used within the RtI model

Three purposes for assessment within RTI:

    • Screening: identify students at risk for academic difficulty
    • Diagnostic: provide an in-depth, reliable assessment of targeted skills
    • Progress monitoring: determine whether the student is responsive to given instruction
    • Outcome: student demonstrates accepted level of mastery
the basics of curriculum based measurement cbm
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
cbm resources
CBM Resources
  • FAIR Tool Kit
  • InterventionCentral.Org
  • EasyCBM.com
graphic display
Graphic Display
  • Current Level of Performance (Baseline)
  • Desired Level of Performance (Goal)
  • Aim Line-Desired Rate of Improvement
  • Trend Line-Actual Rate of Improvement
  • Time to Goal
graph components

Instructional Change Line

Goal

Aim Line

Skill

equal

increments

Trend Line

Time - equal increments

Graph Components

Intervention

(Group or Individual)

Baseline

slide29

Making Decisions:

Using Data

to

Move Between Tiers

data based decision making1

Intensive Intervention

Decision rules

Supplementary Intervention

Decision rules

General Instruction

Data-Based Decision Making

Should this student move to Tier 3?

Should this student move to Tier 2?

Intensity of Intervention

apply decision rules
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?
slide32

Positive

Questionable

Poor

Response to Intervention

Expected Trajectory

Performance

Observed Trajectory

Time

decisions what to do if rti is
DecisionsWhat to do if RtI is:
  • Positive
      • Continue intervention with current goal
      • Continue intervention with goal increased
      • Fade intervention to determine if student(s) have acquired functional independence.
decisions what to do if rti is1
DecisionsWhat to do if RtI is:
  • Questionable
    • Was intervention implemented as intended?
      • If no - employ strategies to increase implementation integrity
      • If yes -
        • Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.
decisions what to do if rti is2
DecisionsWhat to do if RtI is:
  • Poor
    • Was intervention implemented as intended?
      • If no - employ strategies in increase implementation integrity
      • If yes -
        • Is intervention aligned with the verified hypothesis? (Intervention Design)
        • Are there other hypotheses to consider? (Problem Analysis)
        • Was the problem identified correctly? (Problem Identification)
data based decision making2
Data-Based Decision Making
  • Is the student’s rate of progress (trend line) less than the expected rate of progress (aim line)?
  • Will the student’s rate of progress (trend line) allow the student to meet identified standard within the specified goal timeline or within a reasonable amount of time?
  • Is the plan able to be maintained in the general education setting?
    • If no, can student maintain rate of progress when interventions are modified or faded?
progress monitoring individual student data

Goal

Progress Monitoring: Individual Student Data

Making instructional decisions based on student performance data (always includes graphing)

Intervention 1

Intervention 2

essential questions1
Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

slide39

Case Studies:Let’s Practice Using Our

Data-Based Decision Making Skills…

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