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MODULE 4 Data-Based Decision Making

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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MODULE 4 Data-Based Decision Making

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  1. MODULE 4Data-Based Decision Making

  2. Training Modules

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

  4. 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.

  5. 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

  6. Why? “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman

  7. 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

  8. Essential Questions How BIG is the GAP? How much TIME do we have to close it?

  9. A Review of What We Know About RtI

  10. Tiered System of Intervention Data Monitoring and Analysis Systematic Problem Solving 3 Cornerstones of RtI RtI

  11. Problem Solving Model

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. Progress Monitoring

  19. Progress Monitoring in RtI

  20. Progress Monitoring Tools

  21. Choose a Progress Monitoring Tool

  22. Curriculum Based Measurements

  23. What is Curriculum Based Measurement ? CBM

  24. 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

  25. CBM Resources • FAIR Tool Kit • InterventionCentral.Org • EasyCBM.com

  26. Graph Components

  27. 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

  28. Instructional Change Line Goal Aim Line Skill equal increments Trend Line Time - equal increments Graph Components Intervention (Group or Individual) Baseline

  29. Making Decisions: Using Data to Move Between Tiers

  30. 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

  31. 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?

  32. Positive Questionable Poor Response to Intervention Expected Trajectory Performance Observed Trajectory Time

  33. 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.

  34. 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.

  35. 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)

  36. 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?

  37. Goal Progress Monitoring: Individual Student Data Making instructional decisions based on student performance data (always includes graphing) Intervention 1 Intervention 2

  38. Essential Questions How BIG is the GAP? How much TIME do we have to close it?

  39. Case Studies:Let’s Practice Using Our Data-Based Decision Making Skills…

  40. Baseline

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