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Making Data Driven Decisions: Cut Points, Curve Analysis,
and Odd BallsRobert Rosenthal, David Lillenstein,
Jason Pedersen, Laura Lent, Richard Hall, Joe Kovaleski, and
Edward Shapiro
Agenda
To hear how decisions are made regarding intervention and evaluation in schools from all over Pennsylvania that implement Response to Intervention and Instruction models.
To learn about some outcomes as a result of these decision strategies.
Overlook Elementary
K-6 Enrollment 460
% Free/Reduced 25%
% Minority 45%
% Proficient on Reading PSSA 77%
% Proficient on Math PSSA 84%
4th Year with RtII
RtI Level Curriculum Component
Grade Level
K – 2 3 - 6
Tier 1
Treasures (Macmillon/McGraw Hill) X X
First 2 yrs- Houghton Mifflin X X
Compass Learning X X
Tier 2
First 2 yrs Breakthrough to Literacy
Treasures Leveled Reader X X
Soar to Success X
Tier 3
Fundations X
First 2 yrs Breakthrough to Literacy
Wilson Reading X
Triumphs (Macmillon/McGraw Hill) X X
Instructional Programs ‘06- ‘10
Grade Level Team Meetings
Examine data every 6 weeks Include all data on excel spreadsheet Use DIBELS Prog monitoring charts Calculate slope (rate of progress)
Generally follow DIBELS recommended Instructional levels
Must present data to not follow recommended levels
Data examined at Team Meetings
Universal screening (DIBELS) Unit (curriculum) test scores Unit (curriculum) weekly assessment 4-Sight scores (3 times) PSSA (annual state assessment) Rate of progress (slope of PM data) Length of time at a tier level Instructional program at T2&3 Behavior infractions
Tier Assignment Decisions
First look at DIBELS recommendation K-2
Then examine Unit/Weekly test scores For students in T2 or 3:
Sub-groups decoding/fluency/comp
3-6 Then examine Unit/Weekly tests, PSSA,
4-Sight Sub-group
fluency/decoding/comprehension/writing
Making Sub-Groups
Every 6 Weeks, Once Tier Level Decision is Made: Group by high vs low Group by decoding vs fluency vs comp Group by Program (Fundations)
K-2nd Teacher Perceptions-What Influences Tier Placement
3rd-6th Teacher Perceptions- What Influences Tier Placement
Percent of Time We Followed DIBELS Instructional Recommendations
When Didn’t Follow Inst Rec
43 times (10% of total students) we gave more support than indicated
31 times (8%) we gave less support Reasons:
Unit Test scores Behavior/Emotional Issues (gave more) Borderline- look at other data Not a fluency problem (gave more) A fluke (gave less- other indicators ok) Resources- group when similar
Decision to Evaluate
Rate of progress is below target and typical rate (unless not fluency prob)
History of failure in curriculum In targeted instructional support for at
least 6 months with multiple data-driven changes using research-proven techniques and programs
PM shows significantly below peers BB or B on PSSA’s
Teacher Perceptions: What Influences Decision to Evaluate
Eligibility Decisions
LEA decided to use discrepancy Augment ER with RtI data Slope scores can help support decision
(especially when ½ target rate) Helps in making recommendations
Type and quantity of program Sometimes data is conflictual:
Used to be: Discrepancy rules Now any sign of success makes it difficult
Always helps with ED classification
Evaluations Across Years
Placements Across Years
Average T/A: Differences between Referral Sources
State Testing Across Years
Conclusions Must include special ed students Teachers need more training We see a reduction in testing, with school
referrals being more accurate Now at Team meetings staff don’t ask about
evaluations, they ask about interventions Must continually remind staff to look at data
to make decisions- we need to move them to less support more often