Transcript Data Based Decisions - Brevard County Schools

Melissa Long, MTSS Teacher Trainer
Janet Stephenson, MTSS Teacher Trainer
What do we want you to Know?

The types of data
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
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.
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Dirt Road – don’t know anything about Data Based Decisions
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Gravel Road – I know a little about it but haven’t used it
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Paved Road – I know about it and use it sometimes
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Yellow Brick Road – I know it, use it and could teach this class
3. Share what is on your post it note with the group in your corner
How BIG is the GAP?
How much TIME do
we have to close it?
Tiered System of
Intervention
MTSS
Systematic
Problem
Solving
Data
Monitoring
and Analysis
 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.
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INSTRUCTION
LEARNER
DATA
CURRICULUM
ENVIRONMENT
8
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Capacity to Problem-Solve
Capacity to Collect Data, and Make Sense of It
Capacity to Deliver Instruction at Different Intensities (Tieredlevels of services)
Capacity to Display Data Over Time
Which one do you feel your school is doing well?
Discuss with a partner
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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
Historical & Current
Academic Data
*Student data
*Class data
*Benchmark data
*Grade level data
Formative Data
Behavioral Data
Summative Data
Intervention Data
Progress Monitoring
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Data types used within the MTSS
model
Four purposes for assessment within MTSS:
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
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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

Text the answer to the following question…
Keyword to 37607
Which type of assessment would help to make the decision of which
skills or strategies instruction should be targeted around?
A.
B.
C.
D.
64777
64784
64902
64943
Screening
Progress Monitoring
Diagnostic
Outcome
Curriculum
Based
Measurements

Monitors progress throughout the school year

Measures at regular intervals

Uses data to determine goals

Provides parallel and brief measures

Displays data graphically
Brief &
Easy
Frequent
Sensitive
to growth
Equivalent
forms
Main Uses:
◦ Determine students' progress toward
important and meaningful goals
◦ Make timely decisions about changes to
instruction so that students will meet
those goals
◦ Aid in instructional planning.
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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.
Graph
Components
Aimline
Trendline = 0.95
words/week
Instructional
Change Line
Baseline
Intervention
(Group or Individual)
Goal
Aim Line
Skill
equal
increments
Trend Line
Time - equal increments
Making Decisions:
Using Data
to
Move Between Tiers
Intensity of
Intervention
Intensive
Intervention
Supplementary
Intervention
General Instruction
Decision rules
Decision rules
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Is rate of progress acceptable?
If not, why and what should we do about it?
◦
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◦
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Frequency and amount of intervention
Instructional strategy
Opportunity for practice and application
Other factors?
Choices- try another intervention, modify
existing intervention, other?
Response to Intervention
Positive
Performance
Questionable
Expected
Trajectory
Poor
Observed
Time
How BIG is the GAP?
How much TIME do
we have to close it?
Case Studies:
Let’s Practice Using
Our
Data-Based Decision
Making Skills…