Presentation on theme: "Data Based Decision Making"— Presentation transcript:
1Data Based Decision Making Melissa Long, MTSS Teacher TrainerJanet Stephenson, MTSS Teacher Trainer
2Expected Outcomes What do we want you to Know? The types of dataWhat do we want you to Understand?How to use aim lines and trend lines to guide in student decision making processWhat do we want you to be Able to do?Share your knowledge at your schoolAnalyze data and make decisionsBig Ideas of MTSS-MTSS is an organizational framework-Importance of the Problem Solving Process in all Tiers of data decision making-TEAMS meeting collaboratively to make instructional decisions based on student response data to improve academic and behavioral outcome.Data source(s) should:provide sufficient information to select appropriate services and supports.allow you to group students with similar needsmatch the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.
3Four 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 DecisionsGravel Road – I know a little about it but haven’t used itPaved Road – I know about it and use it sometimesYellow Brick Road – I know it, use it and could teach this class3. Share what is on your post it note with the group in your corner
4How much TIME do we have to close it? Essential QuestionsHow BIG is the GAP?How much TIME do we have to close it?Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about.The two critical pieces of information we need about students are:The answer to these 2 questions defines our instructional mission.
53 Cornerstones of MTSS MTSS Tiered System of Intervention Systematic ProblemSolvingData Monitoring and AnalysisMTSS
6Problem Solving ModelHighlight the two areas that will be focused on today.Intervention design – What are we going to do about it?Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the student’s progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?”Response to Intervention – Is it working?Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s response to the intervention. Ask, “Is it working?” If not, how will the intervention plan be adjusted to better support the student’s progress?
7Goals of MTSS in Florida T 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.There are four primary goals of RtI:Catch students early, be proactive instead of reactive.Research has shown, that once students are two years behind in reading, they rarely catch up.Prevent over identificationFind student specific skill deficitClosely monitor student progressUsing ICEL as a part of the data collection process. Using ICEL helps you gather the applicable data to identify the problems for Tier 1.
8I.C.E.L.DATAINSTRUCTIONCURRICULUMENVIRONMENTLEARNERWe don’t always assume the data is a reflection of the something wrong with student or the teacher. In fact the data is a reflection of all of these components and not just singling out just one.The data is the heart of I.C.E. L.
9In order to make data based decisions, you need a few pieces of infrastructure: Capacity to Problem-SolveCapacity to Collect Data, and Make Sense of ItCapacity to Deliver Instruction at Different Intensities (Tiered- levels of services)Capacity to Display Data Over TimeWhich one do you feel your school is doing well?Discuss with a partner
10Using 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
11What Data Are We Looking At? Historical & CurrentAcademic Data*Student data*Class data*Benchmark data*Grade level dataFormative DataSummative DataProgress MonitoringBehavioral DataIntervention DataProblem Solving at the beginning… Looking the whole school/big picture which that could be:Regression LinesAYP TrendsLearning gains
12Data-Based Decision Making Data types used within the MTSS modelFour purposes for assessment within MTSS:Screening: identify students at risk for academic difficultyDiagnostic: provide an in-depth, reliable assessment of targeted skillsProgress monitoring: determine whether the student is responsive to given instructionOutcome: student demonstrates accepted level of masteryAn effective assessment plan has four main objectives:1.To identify students at the beginning of the year who are at-risk or who are experiencing difficulties and who may need extra instruction orintensive interventions if they are to progress toward grade-level standards by the end of the year, as well as students who have reachedbenchmarks and who need to be challenged.2.To monitor students’ progress during the year to determine whether at-risk students are making adequate progress in critical skills and toidentify any students who may be falling behind or need to be challenged.3. To inform instructional planning in order to meet the most critical needs of individual students.4. To evaluate whether the instruction or intervention provided is powerful enough to help all students achieve grade-level standards by the end ofeach year.
13Assessment 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
14Formative Check Text the answer to the following question… Keyword to 37607Which type of assessment would help to make the decision of which skills or strategies instruction should be targeted around?ScreeningProgress MonitoringDiagnosticOutcome
15Curriculum Based Measurements Common progress monitoring tools include curriculum based measurements and mastery measurements.
16The Basics of Curriculum Based Measurement – CBM Monitors progress throughout the school yearMeasures at regular intervalsUses data to determine goalsProvides parallel and brief measuresDisplays data graphicallyThe research and development of CMB came directly out of intervention program and was specifically designed to inform teachers’ decisions about WHAT and HOW to teach.This means that they must be aligned to curriculum, sensitive to instruction, repeatable so that PM could occur, and criterion referenced so that they could be used to determine when a student had mastered a task.
17Progress Monitoring Tools Sensitive to growthBrief & EasyDIBELS NEXT met these requirements.Equivalent forms – students are given a similar measure each timeFAIR OPM – gave us lexiled reading passaged, then teachers were asked to look up an adjusted fluency score.DIBELS NEXT passages were developed using new procedures to ensure overall more consistent, equivalent difficulty within each grade level.Equivalent formsFrequent
18Progress Monitoring Main Uses: Determine students' progress toward important and meaningful goalsMake timely decisions about changes to instruction so that students will meet those goalsAid in instructional planning.Key Point – Kids must be receiving instructionOur number one resource is time and if students are not making gains in response to instruction/intervention, we may need to do some more problem solving, make changes to instruction/environment/curriculum etc.
19Connections 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.It is key that once we identify students who are not meeting grade level expectations that we are connecting them with tools to get them back on track to building the foundation that they need for academic success.**Combining progress monitoring with targeted interventions teachers can close small learning gaps before they widen.Close small learning gaps early, so they don’t turn in to bigger ones. Don’t ignore small gaps.
21AimlineTraining Notes:Bart moves through the same process as Rita and Steven, but with far less success. As one can see, even with intensive tier 3 intervention, Bart’s progress does not reach the level that will likely lead him to meet winter benchmarks. Given that we have moved through tier 2 and tier 3 interventions, and these interventions have been done with integrity, Bart is referred for consideration for special education eligibility.Trendline = 0.95 words/week
22Instructional Change Line Graph ComponentsSkillequalincrementsInstructional Change LineIntervention(Group or Individual)BaselineGoalAim LineTrend LineWalk them through basic parts of graph. Highlight “Aim Line” and “Trend Line”.Data PointA data point is used in data compilation and analysis. It represents student progress at a given time.Aim Line – Desire Rate of ImprovementAn aim line is used in data analysis and represents the expected rate of learning.It is formed by drawing a line between two points; the student’s beginning level of performance (baseline) and the student’s goal (desired level of proficiency student will demonstrate by the end of the school year.)Trend Line – Actual Rate of ImprovementA trend line is used in data analysis and represents the student’s actual progress toward a goal.It is formed by drawing a line through the data points.More frequent data collection is recommended given the amount of data needed for making decisions with confidence (6-9 data points for many tools).With progress monitoring, teachers establish long-term (i.e., end-of-year) goals indicating the level of proficiency students will demonstrate by the end of the school year.Also, suggest use this slide to “review” the required components of Problem Identification (we included this is the skill assessment for Day 5)---3 parts: Current Level of Performance, Desired Level of Performance, GAP analysis.Time - equal increments
24Data-Based Decision Making Should this student move to Tier 3?General InstructionSupplementary InterventionIntensive InterventionShould this student move to Tier 2?Intensity of InterventionDecision rulesWhen do we move a student to Tier 2? When do we move a student to Tier 3?Using data to move among Tiers….Setting goals is important. Be sure to include*level of performance desired*in how much timeHow big is the gap? Do we have enough time to close it?Measurement strategies help us to know if intervention plan is working…more comparisons between baseline level of performance and progress monitoring data the better.Planning the measurement strategy for the intervention plan also requires a “good match” What assessment will you use and how well does it accurately and reliably measure what you are interested in as your goal.
25Apply Decision Rules… Is rate of progress acceptable? If not, why and what should we do about it?Frequency and amount of interventionInstructional strategyOpportunity for practice and applicationOther factors?Choices- try another intervention, modify existing intervention, other?
26Response to Intervention PositiveQuestionableExpected TrajectoryPerformancePoorReview……Before going on to next slide. Ask teams to decide what they would do if they had a “positive response”? Questionable response? And poor response?Observed TrajectoryTime26
27How much TIME do we have to close it? Essential QuestionsHow BIG is the GAP?How much TIME do we have to close it?Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about.The two critical pieces of information we need about students are:The answer to these 2 questions defines our instructional mission.
28Data-Based Decision Making Skills… Case Studies: Let’s Practice Using OurData-Based Decision Making Skills…