Data-Based Decision Making

Shelly Dickinson, MTSS TrainerCharlie Eccleston, MTSS Trainer

What do we want you to Know? The types of data used within the MTSS tiers

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

Expected Outcomes

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

Problem Solving Model

I.C.E.L.

DATA

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

Discuss with a partner Which component(s) do you feel your school is doing well?

In order to make Data-Based Decisions,

you need a few pieces of infrastructure:

Data Based Decisions pages 90-91

Discuss with a partner

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- Trends, Student Outcomes

Using Data to…

Data Types Used Within the MTSS Model

Four Purposes for Assessing within MTSS

Formative1) Screening: identify students at risk for academic difficulty2) Diagnostic: provide an in-depth, reliable assessment of

targeted skills3) Progress Monitoring: determine whether the student is

responsive to given instruction

Summative4) Outcome: student demonstrates accepted level of mastery

Materials: Assessment Mat Assessment Resources

At your table discuss the types of assessments looking at the different resources provided

Formulate an assessment guide to take back to your building

Table Assessment Activity

Three Types of CBMs – (Curriculum-Based Measurements)

General Outcome Measures (GOMs) Skills-Based Measures (SBMs) Mastery Measures (MMs)

PRIMARY USES

• Screening • Screening • Diagnostic Evaluation

• Survey-level testing • Survey-level testing • Specific-level testing

• Progress Monitoring • Progress Monitoring • To target content areas of concern

• To target different proficiency levels and response types

STRUCTURE

• Uses global/interactive tasks • Composed of mixed items drawn from a set of goals

May only test one specific skill or short-term instructional objective

• Separate skills are not isolated or marked

• Skills are usually sampled across a whole year’s curriculum

A large sample performance is collected on each skill

• Targets long-term goals • Separate skills may be isolated or marked

Items are referenced to skills and/or proficiency levels

• Often includes common classroom tasks

• Items are often cross-referenced to goals

Some skills nay be examined in isolation

The ABCs of CBM by Hosp, Hosp, and Howell.

Three Types of CBMs – (Curriculum-Based Measurements)

General Outcome Measures (GOMs) Skills-Based Measures (SBMs) Mastery Measures (MMs)

ADVANTAGES

• Provides perspectives• Gives an overall impression of skill

level

• Gives an overall impression of skill level

• Provides brief measures

• Useful for double checking a problem indicated on a GOM or SBM

• Useful for Monitoring• Illustrates retention and

generalization

• Useful for Monitoring• Illustrates retention • Sensitive to growth overtime

• Useful for checking hypothesis about missing skills or subskills

• Provides focus

DISADVANTANGES

• Provides little diagnostic information

• Small sample for each goal limits diagnostic utility

Don’t provide the big picture (no generalization or application)

• Doesn’t provide information about specific skills

• Often includes a high proportion of items that are either above or below the student’s skill level

Skill-subskill relationship may not be real

• Often includes a high proportion of items that are either above or below the student’s skill level

• May not require generalization or interactive use of the skill

Should not be used for progress monitoring

• Some content areas don’t have convenient capstone tasks

The ABCs of CBM by Hosp, Hosp, and Howell.

Using Progress Monitoring within the MTSS Framework

Progress Monitoring

Progress-Monitoring measures are ongoing assessments conducted for the purposes of:

Guiding InstructionMonitoring Student Progress

Evaluating Instruction/Intervention Effectiveness

What is Progress Monitoring?

Progress Monitoring Data : Is What We Are Doing Working?

Progress Monitoring Data determines students’ Response to Instruction using:

Tier 1 Data Universal Screenings (GOMs) Inventories District Assessments Tier 1 Unit/Weekly Assessments

Tier 2 Data Collecting intervention data at least every 2 to 3 weeks (IPST Form7) ORF, MAZE, DIBELS Next, CBMs Teacher Made Assessments (MM)

Tier 3 Data Weekly (IPST Form 7) Measuring Specific Targeted Skills (SBM & GOM) Continually adjusting instruction based on OPM data to meet student’s

needs

Progress Monitoring Tools

Brief & Easy

Sensitive to growth

FrequentEquivalent Measurements

Graph Components

Graph Components

Skill

equalincrements

Time - equal increments

Instructional Change Line

Goal

Intervention #1(Group or Individual)

Baseline

Aim Line

Trend Line 1

Intervention #2(Group or Individual)

Trend Line 2

PRACTICE GRAPHING

Let’s Practice

Creating a Graph with an Aim Line

& a Trend line

Hint: Use the Grades 3-6 Assessment

Decision Tree to determine

year-end goal.

0 2 4 6 8 10 12 14 16 18 20 22 24 2660

65

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Weeks

WC

PM

Ana Smith’s ORF Data – Grade 4

Ana’s Aim Line

Ana’s Aim Trend Line

Making Decisions:

Using Data to Move Between Tiers

Data-Based Decision Making

Core Instruction

Supplemental Instruction

Intensive Instruction

Decision rules

Decision rules

Inte

nsi

ty o

f In

terv

en

tion

Shou

ld th

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stud

ent

mov

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Tier

3?

Shou

ld th

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stud

ent

mov

e to

Tier

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◦ Attendance◦ Fidelity of instruction/intervention implementation◦ Group size◦ Other factors?

Choices- try another intervention, modify

existing intervention, other?

MTSS Procedural Overview Flowchart pages 40-42

Performance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

20 1822 21

24 2225

30

2628

3028

31

0

10

20

30

40

50

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100

Sept Oct Nov Dec Jan Feb

Wo

rds

Co

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Pe

r M

in

School Weeks

Bart - OPM Reading Fluency

Intervention Cycle 1 Intervention Cycle 2

Aimline

Trendline = 0.95 words/week

GOAL

Baseline

Essential Questions

How BIG is the GAP?

How much TIME do we have to close it?

Data Based Decision MakingCase Study - Jay

Jay’s ORF Data

Baseline 9/20

4-Oct 8-Oct 1-Nov30

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Weeks

WC

PM