MODULE 4

Data-Based Decision Making

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

Participants will understand…

Progress MonitoringGraphing DataData-Based DecisionsLinking Cases to PS/RtI

Outcomes – Module 4

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.

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

Why?

“Until you have data as a backup, you’re just another

person with an opinion.”

Dr. Perry Gluckman

Components for Implementing Data-Based Decision Making

Collaboration between departments/professionals (PLC)

Buy inTier structure in placeProblem Solving ModelProgress MonitoringStaff SkillsResources

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

A Review of

What We Know About RtI

3 Cornerstones of RtITiered System of

Intervention

Systematic Problem Solving

Data Monitoring

and Analysis

RtI

Problem Solving Model

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

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

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

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

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

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

Progress Monitoring

Progress Monitoring in RtI

Progress Monitoring Tools

Choose a Progress Monitoring Tool

Curriculum Based

Measurements

What is Curriculum Based Measurement ? CBM

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

CBM Resources

FAIR Tool Kit InterventionCentral.Org

EasyCBM.com

Graph Components

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

Graph Components

Skill

equalincrements

Time - equal increments

Instructional Change Line

GoalIntervention

(Group or Individual)Baseline

Aim Line

Trend Line

Making Decisions:

Using Data to

Move Between Tiers

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?

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?

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

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.

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.

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)

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?

Progress Monitoring: Individual Student Data

GoalIntervention 1

Making instructional decisions based on student performance data (always includes graphing)

Intervention 2

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

Case Studies:Let’s Practice

Using OurData-Based

Decision Making Skills…

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