1 / 12

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

farren
Télécharger la présentation

Data Based Decision Making

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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)

More Related