Data Based Decision Making

1. Data Based Decision Making Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer

2. Expected Outcomes 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

3. Four Corners 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

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

5. Tiered System of Intervention Data Monitoring and Analysis Systematic Problem Solving 3 Cornerstones of MTSS MTSS

6. Problem Solving Model

7. Goals of MTSS in FloridaT i R – Thinking is Required • 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.

8. I.C.E.L.

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

10. Using Data to… • 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

11. What Data Are We Looking At?

12. Data-Based Decision Making • Data types used within the MTSS model Four purposes for assessment within MTSS: • 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

13. Assessment Activity • Materials: Assessment Mat Assessment 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

14. Formative Check • 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? • 64777 Screening • 64784 Progress Monitoring • 64902 Diagnostic • 64943 Outcome

15. Curriculum Based Measurements

16. 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

17. Progress Monitoring Tools Sensitive to growth Brief & Easy Equivalent forms Frequent

18. 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.

19. 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.

20. Graph Components

21. Aimline Trendline = 0.95 words/week

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

23. Making Decisions: Using Data to Move Between Tiers

24. 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

25. 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?

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

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

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