Upload
johnathan-george
View
220
Download
0
Tags:
Embed Size (px)
Citation preview
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
70
75
80
85
90
95
100
105
110
115
120
125
130
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
is
stud
ent
mov
e to
Tier
3?
Shou
ld th
is
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
60
70
80
90
100
Sept Oct Nov Dec Jan Feb
Wo
rds
Co
rre
ct
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
32
34
36
38
40
42
44
46
48
50
52
54
Weeks
WC
PM