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Data Based Decision Making

Data Based Decision Making. Using Progress Monitoring Data. Progress Monitoring. Individual or class-wide assessment used to: Demonstrate student/class rate of improvement in the curriculum & to identify students whose growth is inadequate

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Data Based Decision Making

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  1. Data Based Decision Making Using Progress Monitoring Data

  2. Progress Monitoring Individual or class-wide assessment used to: • Demonstrate student/class rate of improvement in the curriculum & to identify students whose growth is inadequate • Aid teachers in determining when instructional modifications may be necessary • PM schedule may vary by student/class from weekly to monthly, based on perceived need

  3. Why Is Progress Monitoring Important? Research has demonstrated: • Students achieve more • Teacher decision making improves • Students tend to be more aware of their performance (Fuchs, Deno, Mirkin, 1984; L.S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Fuchs, Fuchs, Hamlett, & Stecker, 1991; Stecker, Fuchs, & Fuchs, 2005)

  4. Progress Monitoring Mantra • The more data points we have = the greater our ability to determine students rate of progress with confidence • The sooner we have them = the greater our ability to determine the potential need to change the reading intervention

  5. Progress Monitoring Principles • Frequency of PM is related to severity of reading problem • Must balance what is ideal with what is feasible • The less frequently we assess, the higher quality our information should be

  6. PM Best Practice • Minimum of 6 data points • This is based on PM procedures where students are administered single passage • Accuracy of decisions about student’s rate of progress increases with each additional data point

  7. Decision-Making for At-Risk Readers

  8. Examining Student Response to Intervention

  9. Definitions • Goal: end of year expectation based on ROI equal to or better than that of student performing at target • Aim Line: runs between beginning of year benchmark and and goal • Trend Line: indicates student’s actual progress based on weekly monitoring • Decision Rule: involves considering trendline in relation to aim line

  10. Definitions • F.I.T.T. principle (for adjusting intervention) • Frequency (of delivery) • Intensity (due to smaller group size) • Time (per session) • Type (of intervention)

  11. Decision-Making Rules Examine the slope of the trend line in relation to that of the aim line • Trend line is well above aim line, consider the following: • Is student on track for benchmark; if so, consider whether student should return to Tier one • Student is responding well but not on track for benchmark; consider continuing in current intervention • Trend line is at or somewhat above aim line: • Consider intervention change by applying FITT principle

  12. Decision-Making Rules (cont’d) • Slope of trend line is less steep than that of aimline: • Intervention change is needed (apply FITT principle) • Consider whether formal problem solving is required (i.e. IDM)

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