melissa long, mtss teacher trainer janet stephenson, mtss teacher trainer
TRANSCRIPT
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Data Based Decision Making Melissa Long, MTSS Teacher Trainer
Janet Stephenson, MTSS Teacher Trainer
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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
Expected Outcomes
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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.
Dirt Road – don’t know anything about Data Based Decisions
Gravel Road – I know a little about it but haven’t used it
Paved Road – I know about it and use it sometimes
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
Four Corners
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Essential Questions
How BIG is the GAP?
How much TIME do we have to close it?
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3 Cornerstones of MTSS
Tiered System of Intervention
Systematic Problem Solving
Data Monitoring
and Analysis
MTSS
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Problem Solving Model
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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.
Goals of MTSS in FloridaT i R – Thinking is Required
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I.C.E.L.
DATA
INSTRUCTION
CURRICULUM
ENVIRONMENT
LEARNER
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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
Which one do you feel your school is doing well? Discuss with a partner
In order to make data based decisions, you need a few pieces of infrastructure:
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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
Using Data to…
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What Data Are We Looking At?
Historical & Current
Academic Data*Student data*Class data
*Benchmark data*Grade level data
Formative Data
Summative Data
Progress Monitoring
Behavioral Data
Intervention Data
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Data-Based Decision Making
Data types used within the MTSS model
Four purposes for assessment within MTSS:
1)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 instruction4)Outcome: student demonstrates accepted level of
mastery
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Materials: Assessment MatAssessment 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
Assessment Activity
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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. 64777 ScreeningB. 64784 Progress Monitoring C. 64902 DiagnosticD. 64943 Outcome
Formative Check
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Curriculum Based
Measurements
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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
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Progress Monitoring Tools
Brief & Easy
Sensitive to growth
FrequentEquivalent forms
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Progress Monitoring
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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Connections to Common Core 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.
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Graph Components
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Aimline
Trendline = 0.95 words/week
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Graph Components
Skill
equalincrements
Time - equal increments
Instructional Change Line
Goal
Intervention(Group or Individual)
Baseline
Aim Line
Trend Line
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Making Decisions:
Using Data to
Move Between Tiers
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Data-Based Decision Making
General Instruction
Supplementary Intervention
Intensive Intervention
Decision rules
Decision rules
Inte
nsi
ty o
f In
terv
en
tion Sh
ould
this
stud
ent
mov
e to
Tier
3?
Shou
ld th
is
stud
ent
mov
e to
Tier
2?
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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?
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Performance
Time
Response to Intervention
Expected Trajectory
Observed Trajectory
Positive
Questionable
Poor
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Essential Questions
How BIG is the GAP?
How much TIME do we have to close it?
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Case Studies:Let’s Practice Using
OurData-Based Decision
Making Skills…