Id Idaho RTI Data Based Decision Making March 2015
Welcome
Elb lbow Part rtner Dis iscussio ion What comes to min ind when you hear r the phrase Data-Based Decision Making ?
Why Data-Based Decis ision Making • The goal is to identify those who are at-risk for long-term serious consequences. • RTI/MTSS is an important mechanism to enable general and special education to work proactively and collaboratively together with the goal of preventing children from exiting school without the academic skills they need to lead successful, healthy lives.
Thin ings to Remember • Good data IN… Good data OUT – Know where your data came from and the validity of that data • ALL instructional and curriculum decisions should be based on DATA. • Keep it Simple and Efficient!
Data-Based Decision Making: Types of f Decisions Identify students who need additional assessment and instruction Evaluate effectiveness of core curriculum and instruction Allocate resources Evaluate effectiveness of instruction programs for target groups (e.g., ELL, Title 1)
Data-Based Decision Making: The Basics 1. Analyze data at all levels of RTI and all levels of prevention (e.g., Tier 1, Tier 2, Tier 3) 2. Establish routines and procedures for making decisions including decision rules for assessing student progress 3. Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies 4. Establish routines and procedures for sharing data
Cycle of f Assessment at a Gla lance D D U D D U D U School begins Assessment Data: Universal Screening/Early Warning System U Progress Monitoring D Diagnostic School Over D Formative classroom assessment
Universal Screening vs. . Progress Monitoring – Universal screening: • Administered to all children at all levels • Brief measure is useable for decision making. • Its use is limited; only determines who might be at-risk. – Progress monitoring: • Collected frequently • Data is used to make decisions in determining student’s responsiveness.
Processing Question How might the graphic that we just discussed be of assistance to refine your current cycle of data analysis and data based decision making?
Ele lementary ry Data Based Decision Makin ing Meetings What are the various types of data meetings? – District Leadership Team Meetings – School Leadership Team Data Meetings – Grade Level Team Data Meetings – Individual Student Focused Team Meetings • Progress Monitoring • Pre-referral
Secondary ry Data Based Decision Making Meetings What are the various types of data meetings? – District Leadership Team Meetings – School Leadership Team Meetings – Department/Cross Department Team Meetings – Individual Student Focused Team Meetings • Progress Monitoring • Pre-referral
Purpose of f each meeting Dis istr trict Le Leadership Team Meetings • Analyze the effectiveness of the system, diagnose potential needs for adjustment and design adjustments & support needed Sch chool Le Leadership Team Meetings • Analyze the effectiveness of the system, diagnose potential needs for adjustment and design adjustments & support needed
Purpose of f each meeting Ele lementary ry Grade le level l Team Meetin ing • Analyze effectiveness of core instruction and design improvements, diagnose potential needs and design adjustments. • Analyze effectiveness of intervention system , diagnose potential needs and design adjustments.
Purpose of f each meeting Secondary ry Department/Cross Department Team Meetings • Analyze effectiveness of core instruction and design strategies for improvement • Analyze effectiveness of intervention system , diagnose potential needs and design adjustments.
Im Improved student outcomes • There is a collaboration among teachers to search for what works in the classroom: – More communication among teachers – Demonstrating strategies for each other – Going to look for new techniques together when a strategy isn’t effective • This process changes the culture of the school in the way teachers deliver instruction.
Purpose of f meeting – Individual Student Focused team meetings • Analyze the potential need for intervention • Analyze effectiveness of interventions • Consider adjustments that need to be made: – instructionally, structurally, frequency, duration • Pre-referral
Handout In Initial Meeting Guide
A Reminder
In Intensify fying In Interventions • Decrease group size. • Increase frequency or duration of sessions. • Change interventionist to someone with greater expertise. • Break tasks into smaller steps, compared to less intensive levels of instruction or intervention. • Provide concrete learning opportunities (including role play and use of manipulatives). • Use explicit instruction and modeling with repetition to teach a concept or demonstrate steps in a process. National Center on Intensive Intervention
Intervention Adaptation/Change In Co Consid ider tw two ty types of f in interv rventio ion change: Quantitative changes to setting or format Qualitative changes to delivery
Try quantitative change(s) first… In Increase intervention frequency, length of sessions, or duration. Decrease group size.
Consider qualitative changes s econd… • Skill level of interventionist • Content delivery • How students respond • The amount of adult feedback and error correction students receive • Frequency/specificity of checks for retention • The materials, curriculum, or whole intervention 2 3
Handout In Intensify fying In Interv rventions Checklist
Team Discussion Team Dis iscussion
Data Analy lysis Meetings: Pla lanning for Success • Determine the goal of the meeting • Action planning based on benchmark screening data • Monitoring of progress • Reflection of progress/future planning • Gather appropriate data • Ensure that all necessary contributors will be present • Teachers • Intervention providers • Leadership
Poin ints to dis iscuss wit ith data team • For Tier 1: – What do the data show us? – Are all of our students where we need them to be? – What goals should be set? – What can the teachers collectively do for us to meet our goals and to make change? – How can we use our core curriculum resources and instructional strategies to make change?
Poin ints to dis iscuss wit ith data team • For Tier 2, examine the individuals: – How can we group students collectively across different sections? – What are their common needs? – How can we deliver specialized instruction as a group?
Steps aft fter analyzing screening data • Data team meets and identifies bottom 10th- 25th percentile at each grade level. • Group students according to skill area deficits. • Identify intervention and progress monitoring tools to be used, set goals, and expected growth rates. • Identify an interventionist for each group of students.
An Example
How to determine a student’s responsiveness • From the data collected, look at specific information about the student: – How long has the student been in our system? – To what extent have we been providing effective instructional practices? – What has our intervention been, and has it been showing progress?
Handout Ask Clarify fying Questions
Data points determine a change in in in interv rvention An intervention needs time to work: • You need a minimum of 3-4 weeks and 8 data points before you decide to abandon the intervention for a new one. Examine the data trail: • Whenever we see four consecutive data points below the goal line, research tells us that it’s highly unlikely that this student will achieve the year end goal. It’s time to make an instructional change.
Usin ing data vs. . in intuition • A “gut - feel” approach does not work: – If decisions are made on an intuitive basis, you will not receive the greater outcomes achieved from using data. • The data gives specific information on how well instruction is meeting the needs of students: – This can be very encouraging and empowering. • The data-based approach allows for more efficient and effective use of resources, so students get what they need when they need it.
Cir ircle of f In Inquiry ry
Data Summit Protocol
Sequence to consider Decide on Then the right Then select analyze questions the reports the data first to answer those questions AIMSweb report handout
Clo losing
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