MTSS Essential Component DataBased Decision Making Module 3
MTSS Essential Component: Data-Based Decision Making Module 3
Welcome! Introductions Materials Parking lot 2
MTSS Introductory Module Series Overview Implementation of Multi-Tiered Systems of Support MTSS Essential Component: Universal Screening MTSS Essential Component: Data-Based Decision Making MTSS Essential Component: High-quality Tier I MTSS Essential Component: Progress Monitoring MTSS Essential Component: Evidence-based Tier II MTSS Essential Component: Data-based Individualization for Tier III 3
Session Outcomes By the end of this session, participants will be able to: • Understand the types of data-based decisions educators make in a multi-tiered system of support (MTSS) framework • Develop a school-wide MTSS Team to support schoolwide implementation of MTSS • Understand the importance of clearly-defined written decision rules • Identify components of the problem solving method 4
Activator Activity: Reflect on How Your School Uses Data-Based Decision Making How are you currently using data-based decision making? What kinds of data are you using? • Academic • Behavior What kinds of decisions are you making with your data? 6
What is MTSS Data-Based Decision Making? 7
What Is data-based decision making (DBDM)? A problem solving process of collecting and analyzing a common set of data to: 1. Identify areas of need. 2. Set measurable goals. 3. Analyze and hypothesize root causes of problem areas. 4. Identify and implement research-based strategies to address these areas. 8
Basic Types of MTSS Decisions Instruction Effectiveness Movement within the multi-tiered system of supports Disability identification (in accordance with Wyoming state law) 9
DBDM: The Basics Data are used to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies. Explicit decision rules and processes are used for assessing student progress (e. g. , state and district benchmarks, level, and/or rate). 10
MTSS DBDM: Tier I problem solving at All Levels Are teaching and learning well articulated within the … district so that students have similar high-quality experiences… school regardless of their grade? grade regardless of their teacher? class regardless of their instructional level? Yes or No regardless of their assigned school? 11
Collaborative DBDM Teaming System District Team GL 1 GL 2 GL 3 GL 4 GL 5 GL 6 Student Problem. Solving Team GL 1 GL 2 GL 3 Building Teams GL 4 GL 5 GL 6 Student Problem. Solving Team GL 1 GL 2 GL 3 GL 4 GL 5 GL 6 Student Problem. Solving Team 12
Use Explicit Decision Rules Consider articulating, in writing, what happens when: • More than 80% of students are above the cut score • Less than 80% have reached the cut score • Lack of progress is evident • Student progress varies by target group (e. g. , Title I, special education, low socioeconomic status) 13
Include a specific WY decision tree here 14
Video: Data-based Decision Making in Action in Wyoming 15
Problem Solving Method 16
Four-Step Problem Solving Method 1. Define the problem and set the goal. 2. Analyze the problem and hypothesize. 3. Develop and implement the plan. 4. Evaluate the plan. What is the problem? Did it work? DATA Why is this happen ing? What should be done? Handout 3. 1 17
Step 1: Problem Identification Purpose: • Define the problem as measurable difference between the desired outcome and the actual behavior or performance Guiding Questions: • What is the desired outcome? • What is the actual performance? • What is the difference between the two? 18
Define the Problem: What do you see? Review primary data sources. Identify trends or patterns that differ from expectations. 19
Define the Problem: Provide a Sufficient Description of the Problem ü Measure ü Target population ü Time frame ü Expectation Example: During the fall semester, School A recorded 792 office discipline referrals (ODRs). The expectation is no more than 200 for the school year. 20
Define the Problem 90 th%ile 200 75 th%ile Score 175 50 th%ile 150 25 th%ile 100 10 th %ile 75 Target Student 50 25 Fall Winter Spring 21
Define the Problem # of Office Discipline Referrals (ODRs) by Grade by Year 450 400 # of ODRs 350 300 250 200 150 100 50 0 Year 1 Year 2 Year 3 Grade 3 200 150 125 Grade 4 145 310 340 Year 1 Year 2 Grade 5 220 330 420 Year 3 22
Wyoming Elementary Winter SRSS Behavior Screening Results PERCENTAGE OF STUDENTS 7% 30% 64% K 7% 24% 69% 1 12% 20% 9% 10% 78% 4% 33% 80% 91% 63% 2 3 4 GRADE Low Risk Moderate Risk 30% High Risk 5 70% 6
Modeling Tier I Data-based Decision Making: Define the Problem 12 Percent 100 90 80 70 60 50 40 30 28 5560 10 15 32 53 28 62 20 10 Fall Winter Spring 24
Define the Problem: Examples Only 62% of third-grade students are at or above target on DIBELS-Oral Reading Fluency (ORF) during spring benchmarking. The expectation is 80% at or above target. Only 60% of incoming third graders met expectations for readiness for third grade. The expectation is 80%. From fall to spring, the percentage of students at or above target only increased by 2%. Given the baseline, the goal was 20%. 25
Set the Goal What is the benchmark/expected level of performance? What is the student’s current level of performance? What is the peer level of performance (district, school, national)? 26
Goal Setting: Examples Problem: Only 37% of first-grade students are at or above target on DIBELSORF during winter benchmarking. The expectation is 85% at or above target. During the fall semester, School A recorded 792 ODRs. The expectation is no more than 200 for the school year. Goal: By spring benchmarking, 46% of first-grade students will be at or above target on DIBELS-ORF. Goal: Reduce number of ODRs to fewer than 400 during spring semester. 27
Activity 3. 2: What do you see? Handout 3. 2 28
Step 2: Problem Analysis Purpose: Guiding Questions: • Gather relevant • Have we collected data information in the about variables that are domains of instruction, educationally relevant curriculum, environment and alterable? and the learner(s) • Is there something we could change about the instruction, curriculum, or environment to increase the probability that learning will occur? 29
Why isn’t the performance goal being attained? 30
Look Deeper Into the Root Cause of the Problem Requires: • Identifying possible root causes • Answering why: Why isn’t the performance goal being attained? • Analyzing and validating supplemental data to support or refute each hypothesis 31
ICEL Activity: Identify Possible Root Causes With your team, brainstorm possible root causes. Write each on a sticky note. Complete the ICEL activity: • I – Instruction (e. g. , strategies, fidelity, pacing) • C – Curriculum (e. g. , order, materials, fidelity) • E – Environment (e. g. , schedule, group size, culture) • L – Learner 32
ICEL Activity: Identify Possible Root Causes I C E L 33
Look Deeper Into the Root Cause of the Problem Develop root cause hypotheses. Use data to validate or invalidate hypotheses. 34
Why Validate Hypotheses? If the hypothesis is inaccurate and the wrong intervention is implemented, valuable time is wasted on an intervention that was not an appropriate instructional match for the student(s). 35
Analyzing and Validating Data to Support or Refute Each Hypothesis R eview I Review school records and historical accounts. nterview Interview key stakeholders. O bserve Observe the environment to confirm the hypothesis in real time. T est Test the hypothesis. 36
Step 3: Plan Development and Implementation Purpose: • Select and implement a system support or an intervention that is focused on what to teach, how best to teach it, and how to monitor progress Guiding Question: • What is the simplest thing we can do that has the greatest impact? 37
Step 3: Guiding Components System supports or interventions must be based upon: • data • knowledge gained through problem identification • research-based practices Intervention plan development must include: • determining responsibilities • plan for fidelity of implementation measurement • progress monitoring • scheduled decision points 38
Step 3: Develop and Implement a Plan Select the intervention(s) or strategies that will address the problem and assist in meeting the goal. Develop and implement the plan with fidelity. Choose an intervention that is… • Explicit and targeted • Can be delivered with integrity • Aligned with Tier I 39
Developing an Action Plan: Sample Handout 3. 3 40
Step 4: Evaluate the Plan + - ? 41
Step 4: Evaluate the Plan Purpose: • Determine the effectiveness of implemented system supports or interventions and make appropriate educational decisions Guiding Questions: • Was the system support or intervention successful? • Does the plan require more time and monitoring or modification? • Do we need to go back to previous steps? 42
Handout: Wyoming Problem Solving Worksheet Handout 3. 3 43
Closing and Next Steps 44
Extension Activity: Convene an MTSS School Team What is the problem? ü Extension Activity Handout ü Wyoming Problem Solving Worksheet ü Wyoming problem Solving Packet Did it work? DATA Why is this happen ing? What should be done? Handouts 3. 4 45
Resources: Wyoming MTSS Implementation Supports http: //wyominginstructionalnetwork. com/spdginitiatives/mtss/
Resources Center on Response to Intervention www. rti 4 success. org RTI Action Network www. rtinetwork. org National Center on Intensive Intervention (NCII) www. intensiveintervention. org 47
Next Steps • Complete the Module 3 Quiz • Convene Your MTSS Team (Optional Activity) • Use the Wyoming problem solving Worksheet (Handout 3. 3) with student data from your school • Complete Module 4: High-quality Tier I 48
For More Information Bart Lyman Wyoming State MTSS Coach blyman@uinta 1. com Jennifer Hiler WY SPDG, Program Manager Jennifer. hiler@wyo. gov
References National Center on Response to Intervention (n. d. ). RTI Implementer Series, Module 1: Screening. Retrieved from http: //www. rti 4 success. org/resource/rti-implementer-seriesmodule-1 -screening. 50
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