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Process |
Question |
Implementation Considerations
Based on Examples from Schools |
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Define the Problem |
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Presentation of problem |
How does staff determine agenda? Which students’ data will be
reviewed? |
Collect data on a standardized form and
assign a responsible staff member from the data-based decision making team.
Conduct a thorough review of the student’s
record.
Arrange for the responsible staff member to
meet with
the parent to discuss concerns.
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Develop a Plan |
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Establish guidelines and processes for data (decision rules) |
Are there set decision rules for determining instructional
needs from your screening and progress-monitoring data? What criteria do you
have to determine adequate progress? |
Make decisions based on the data for
behavior and academics — continually review the data in team meetings.
Use differentiation to meet students’
instructional needs across instructional levels.
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Data collection |
Which data do you collect and analyze for students (e.g.,
screening scores, progress monitoring data, grades, attendance)? |
Use grades, past data, anecdotal information, screening
scores, and progress-monitoring data. |
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Cut scores |
What data (cut scores) indicate at-risk status for academic
failure? |
Set reading and mathematics cut scores
using standardized screening assessments.
Use state assessment scores to place
students into instructional groups.
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Measurable goals for screening |
What percentage of students will meet a predetermined
benchmark by a certain date? |
80 percent of students meeting proficiency standards. |
|
Measureable goals for progress monitoring |
What data are used to determine an individual student’s aim
line for measuring progress in an intervention? |
Aim line: Use 3-8 progress-monitoring data points when making
decisions about movement in and out of instructional levels or tiers. |
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Implement Plan |
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Instructional strategies |
What research-based instructional strategies best match
students’ needs as indicated by assessment data (e.g., if a student scores
below proficiency on reading, what reading strategy will be implemented)? |
Use a resource for researching instructional tools and
programs to meet your needs. |
|
Student movement |
How do you use PM data to determine which students are in need
of more intensive instruction? |
Use data from a variety of sources to help
school personnel identify the students who needed intervention services.
Get students involved in their instruction
and progress monitoring data tracking to facilitate buy-in and motivation. Track identification and exit patterns from
special education. Anecdotal information from some schools indicated that
fewer students were identified with learning disabilities, and more were
exited from special education.
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Evaluate |
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Measurable goals for screening |
What percentage of students will meet a predetermined
benchmark by a certain date? |
Look for approximately: 80 percent of students meeting proficiency standards. 15 percent of students finding success in secondary level
classes.
5 percent of students needing third level interventions. |
|
Measureable goals for progress monitoring |
What data are used to determine an individual student’s aim
line for measuring progress in an intervention? |
Compare the student’s aim line to his/her
trend line, and set decision rules for determining when growth is
insufficient (e.g., 4 data points below the aim line).
Track movement of students between
instructional levels as an indicator of the success of the implementation of
the decision-making process. |
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Fidelity of instructional practices |
Are instructional strategies reviewed for fidelity to ensure
student responsiveness? |
Consider adherence to instructional
program, exposure to content, quality of instructional delivery, program
differentiation, and student responsiveness (engagement) when evaluating
fidelity.
Conduct observations regularly.
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