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