Using Data in the EBIS System

Universal Screening and Progress Monitoring

Purposes

• Evaluate overall effectiveness of program

• Select students who need additional support

• Monitor progress of students

A universal screener should over-identify students who might need something more!

Evaluate Overall Effectiveness of Program

• Are 80% of students reaching benchmarks and “on track” for next goal?

• Does the core curriculum need to be addressed:• Intensity• Fidelity• Targeted• Group size• Instructional skills

Select Students who are in Need of Additional Support

• Strategic support: Students are placed in a program that provides moderate intervention and progress monitored monthly or bi-monthly

• Intensive support: Students are placed in an intervention that is intense and progress monitored weekly or bi-weekly

Why use a Screener to Track Progress?

• Reading trajectories are established early. • Readers on a low trajectory tend to stay on that

trajectory.• Students on a low trajectory tend to fall further and

further behind.• Early identification leads to early intervention. The

later children are identified as needing support, the more difficult it is to catch up!

Monitor Progress of Students

• Ensure students who appear to be on track stay that way (3X yearly)

• Ensure students who are not on track get on track

• Inform professionals about “what it takes” for an individual student

Students Achieve the Most When:• Progress is monitored twice per week

• Ambitious goals are set

• Progress data are displayed on graphs

• Teams use rules to analyze data (Fuchs ,1986)

So, which kids get the mostof this kind of monitoring?

Progress Monitoring is NOT Intended to…

• Diagnose

• Evaluate teachers

• Use to grade students

• Select specific instructional goals

Model of Big Ideas, Indicators, and Timeline

Adapted from Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.

Box Plot of End of Year Grade 2 ORF Results

Progressive ORF Goals

A box plot illustrates an entire grade’s distribution of scores in relation to the goal

Harn (2005)

What Screening Data Should We Use?

• K?

• 1?

• 2?

• 3?

• 4?

• 5?

In October?

In January?

In April?

http://dibels.uoregon.edu/

Sorting Students into Interventions• Review the DIBELS and OAKS data for one grade level:

Are 80% of students at each grade level meeting expectations? (should “benchmark” be the OAKS expectation?)• If not, make a plan about what to do about it.

• Use your DIBELS data and OAKS data for one grade level to create a “lowest 20%” group• Use the form on Page 4• Design research-based interventions for the students in that group.• Describe the plan for progress monitoring that student.

Make a Plan• Who will conduct Universal Screening? • Who will train the screeners?• Who will prepare materials?• Who will organize at the school?• Where will the data go?• Who will organize the data and present it to teaching teams?• Who will keep track of which students are in interventions?

Progress Monitoring

Accountability for Individual Students

Progress Monitoring

• Key features of effective formative evaluation systems • Student performance is measured frequently (e.g., once or

twice/week) and results in quantitative data

• Progress is monitored toward an observable, measurable, and ambitious goal

• Progress is graphed and viewed regularly

• Data decision rules are used to evaluate the effectiveness of interventions and determine when modifications to interventions are needed

Brandon, Kindergarten/Identify Goal and Draw Aimline

The aimline connects where you are to where you want to get to, and shows the rate of progress needed to get there.

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Whoops! Time to make a change!

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TTSD EBIS DECISION RULES - Grades 1-5

Trendline Analysis

• Using a minimum of 8 student progress data points, determine the students actual rate of progress in order to compare to the aimline

• Several methods, including:• Tukey Method• Regression Analysis

Tukey Method Trendline Analysis

1. Divide data points into (approximately) three equal sections using vertical lines.

2. In the first and third sections, calculate the mid-date & mid-rate. Mark the points on the graph where the two values intersect.

3. Connect the points to draw the trendline.

Trendline Example: Tukey Method

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Evaluating Responsiveness to Intervention

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Tier 2 Tier 3Tier 1

Practice:• Plot data for a 2nd grader and 5th grader.

• As you plot the data, use decision rules. If you change an intervention, be sure to draw a vertical line.

• Compare your chart with another person or table group.

Make a Plan• Who will conduct probes?• Who will graph the information?• Who will draw trendlines?• Who will decide whether and instructional decision

needs to be made?• Do you like the decision rules?• What will happen when it is time to make a special

education referral?