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Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer.

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Presentation on theme: "Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer."— Presentation transcript:

1 Melissa Long, MTSS Teacher Trainer Janet Stephenson, MTSS Teacher Trainer

2 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 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 How BIG is the GAP? How much TIME do we have to close it?

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


7 Goals of MTSS in Florida T i R – Thinking is Required 7


9  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  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 Historical & Current Academic Data *Student data *Class data *Benchmark data *Grade level data Formative Data Summative Data Progress Monitoring Behavioral Data Intervention Data 11

12  Data types used within the MTSS model Four purposes for assessment within MTSS: 1)Screening: identify students at risk for academic difficulty 2)Diagnostic: provide an in-depth, reliable assessment of targeted skills 3)Progress monitoring: determine whether the student is responsive to given instruction 4)Outcome: student demonstrates accepted level of mastery

13  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  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 Screening B. 64784 Progress Monitoring C. 64902 Diagnostic D. 64943 Outcome

15 Curriculum Based Measurements

16  Monitors progress throughout the school year  Measures at regular intervals  Uses data to determine goals  Provides parallel and brief measures  Displays data graphically

17 Brief & Easy Sensitive to growth Frequent Equivalent forms

18 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  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 Skill equal increments Time - equal increments Instructional Change Line Goal Intervention (Group or Individual) Baseline Aim Line Trend Line

23 Making Decisions: Using Data to Move Between Tiers

24 General Instruction Supplementary Intervention Intensive Intervention Decision rules Intensity of Intervention Should this student move to Tier 3? Should this student move to Tier 2?

25  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 Performance Time Response to Intervention Expected Trajectory Observed Trajectory Positive Questionable Poor

27 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…

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