module 4 data-based decision making
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/1.jpg)
MODULE 4
Data-Based Decision Making
![Page 2: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/2.jpg)
RtITrainingModules
MODULE 1Getting Started with RtI
MODULE 2Data
Meetings & Problem SolvingMODULE
3Interventio
ns & Progress
Monitoring
MODULE 4
Data-Based
Decision Making
MODULE 5
Scaling UpDevelop a Plan for Year 2
Training Modules
![Page 3: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/3.jpg)
Participants will understand…
Progress MonitoringGraphing DataData-Based DecisionsLinking Cases to PS/RtI
Outcomes – Module 4
![Page 4: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/4.jpg)
PS/RtI - DATAThe Problem Solving approach is supported by student progress monitoring data that supports data-based decision making throughout the tiers in the RtI
process.
![Page 5: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/5.jpg)
State Standards
Data-Based Decision Making Process
What do we expect all students to know and do?
Progress Monitoring Benchmarks
Screening Progress Monitoring
How do we know if students are meeting the expectations?
Outcome Assessment Data
What do we do if students are not meeting expectations?
Data Compilation& AnalysisDiagnostic Assessments
Fidelity Checks Decision Rules about Problem Solving / Response to Intervention
![Page 6: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/6.jpg)
Why?
“Until you have data as a backup, you’re just another
person with an opinion.”
Dr. Perry Gluckman
![Page 7: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/7.jpg)
Components for Implementing Data-Based Decision Making
Collaboration between departments/professionals (PLC)
Buy inTier structure in placeProblem Solving ModelProgress MonitoringStaff SkillsResources
![Page 8: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/8.jpg)
Essential Questions
How BIG is the GAP?
How much TIME do we have to close it?
![Page 9: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/9.jpg)
A Review of
What We Know About RtI
![Page 10: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/10.jpg)
3 Cornerstones of RtITiered System of
Intervention
Systematic Problem Solving
Data Monitoring
and Analysis
RtI
![Page 11: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/11.jpg)
Problem Solving Model
![Page 12: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/12.jpg)
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...Some Will
Need More
![Page 13: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/13.jpg)
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
![Page 14: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/14.jpg)
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
![Page 15: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/15.jpg)
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
![Page 16: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/16.jpg)
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
![Page 17: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/17.jpg)
Data-Based Decision Making
Data types used within the RtI model
Three purposes for assessment within RTI:
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
![Page 18: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/18.jpg)
Progress Monitoring
![Page 19: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/19.jpg)
Progress Monitoring in RtI
![Page 20: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/20.jpg)
Progress Monitoring Tools
![Page 21: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/21.jpg)
Choose a Progress Monitoring Tool
![Page 22: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/22.jpg)
Curriculum Based
Measurements
![Page 23: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/23.jpg)
What is Curriculum Based Measurement ? CBM
![Page 24: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/24.jpg)
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
![Page 25: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/25.jpg)
CBM Resources
FAIR Tool Kit InterventionCentral.Org
EasyCBM.com
![Page 26: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/26.jpg)
Graph Components
![Page 27: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/27.jpg)
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
![Page 28: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/28.jpg)
Graph Components
Skill
equalincrements
Time - equal increments
Instructional Change Line
GoalIntervention
(Group or Individual)Baseline
Aim Line
Trend Line
![Page 29: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/29.jpg)
Making Decisions:
Using Data to
Move Between Tiers
![Page 30: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/30.jpg)
Data-Based Decision Making
General Instruction
Supplementary Intervention
Intensive Intervention
Decision rules
Decision rules
Inte
nsity
of I
nter
vent
ion
Should
this
stude
nt mov
e
to Tie
r 3?
Should
this
stude
nt mov
e
to Tie
r 2?
![Page 31: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/31.jpg)
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?
![Page 32: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/32.jpg)
Performance
Time
Response to Intervention
Expected Trajectory
Observed Trajectory
Positive
Questionable
Poor
![Page 33: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/33.jpg)
DecisionsWhat to do if RtI is:
PositiveContinue intervention with current goalContinue intervention with goal
increasedFade intervention to determine if
student(s) have acquired functional independence.
![Page 34: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/34.jpg)
DecisionsWhat to do if RtI is:
QuestionableWas 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.
![Page 35: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/35.jpg)
DecisionsWhat to do if RtI is:
PoorWas 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)
![Page 36: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/36.jpg)
Data-Based Decision Making
1. Is the student’s rate of progress (trend line) less than the expected rate of progress (aim line)?
2. 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?
3. 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?
![Page 37: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/37.jpg)
Progress Monitoring: Individual Student Data
GoalIntervention 1
Making instructional decisions based on student performance data (always includes graphing)
Intervention 2
![Page 38: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/38.jpg)
Essential Questions
How BIG is the GAP?
How much TIME do we have to close it?
![Page 39: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/39.jpg)
Case Studies:Let’s Practice
Using OurData-Based
Decision Making Skills…
![Page 40: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/40.jpg)
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 3070
80
90
100
110
120
130
80
123
AIMLINE
ORF
Linear (ORF)
Linear (ORF)
FABIO'S ORAL READING FLUENCY DATAW
OR
DS
PE
R M
INU
TE
NUMBER OF WEEKS
AIMLINETRENDLINE
ORF DATA POINTS
Baseline
![Page 41: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/41.jpg)
![Page 42: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/42.jpg)
![Page 43: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/43.jpg)
![Page 44: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/44.jpg)
![Page 45: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/45.jpg)
![Page 46: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/46.jpg)
![Page 47: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/47.jpg)
![Page 48: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/48.jpg)
![Page 49: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/49.jpg)
![Page 50: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/50.jpg)
![Page 51: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/51.jpg)
![Page 52: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/52.jpg)
![Page 53: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/53.jpg)
![Page 54: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/54.jpg)
![Page 55: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/55.jpg)
![Page 56: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/56.jpg)
![Page 57: MODULE 4 Data-Based Decision Making](https://reader036.vdocuments.us/reader036/viewer/2022062312/5681610c550346895dd06013/html5/thumbnails/57.jpg)