Data-Based Decision Making

Data-Based Decision Making

Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the multi-level prevention system, and disability identification (in accordance with state law).

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Center Resources

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This resource provides a definition of RTI, reviews essential RTI components (screening, progress monitoring, the multi-level prevention system, and data-based decision making), and responds to frequently asked questions about implementing RTI. This document lays out four essential components of RTI: a school-wide, multi-level instructional and behavioral system for preventing school failure; screening; progress monitoring; and data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law).

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Watch and listen as Dr. Doug Fuchs addresses this question.

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This learning module focuses on the types of decisions that can be made at the district, school, grade/class, and individual level using screening data, the data review process, and how to select cut scores. It provides information, examples, and activities to learn about the types of data analysis that can be conducted to make data-based decisions with screening data at both the individual student level and the system level.

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This learning module focuses on developing a basic understanding of response to intervention (RTI) and the essential components of an RTI model. It provides the Centers definition of RTI and an overview of screening, progress monitoring, multi-level prevention system, and data-based decision making.

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This webinar, presented by Dr. Lynn Fuchs, discusses data-based decision making within an RTI framework. Specifically, the webianr focuses on how to determine responsiveness to secondary or Tier II prevention.

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This series of briefs on progress monitoring comprises four separate documents. The purpose of these progress monitoring briefs is to provide practitioners with guidance to support careful planning and thoughtful practices as part of comprehensive progress monitoring within the Response to Intervention (RTI) framework. The briefs are useful to schools just beginning the RTI process as well as those that have the RTI framework well established but need a quick check to evaluate their processes.

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Through this module participants will become familiar with the essential components of an RTI framework with a particular focus on universal screening and data-based decision making using screening data. The module covers (1) basic information on screening, (2) assessments used within an RTI framework, and (3) skills needed to use screening data to identify students at risk, to conduct basic data analysis using screening data, and to establish a screening process. 

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Through this module participants will become familiar with the essential components of an RTI framework with a particular focus on the multi-level prevention system. The module covers the three levels of a multi-level prevention system (primary, secondary, and tertiary), selecting evidence-based practices, and making decisions about student movement between levels of the prevention system.

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The purpose of this series of screening briefs is to help school practitioners develop a deeper understanding of screening. These briefs cover various topics related to screening practices within an RTI framework so that practitioners will better understand the contextual issues that surround them, and enhance their ability to accurately identify at-risk students using these practices. 

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This document was developed to help parents and other family members understand the essential components of RTI (screening, progress monitoring, multi-level prevention system, and data-based decision making), ask questions about RTI, and understand how the RTI framework may be used to help their children succeed in school.

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This training module describes the difference between RTI and traditional assessment for learning disabilities, the basics of RTI using a three-tier model, and instructional interventions within each tier. The module also discusses progress monitoring, the basics of curriculum based measurement (CBM), and using progress monitoring data to make decisions within an RTI framework.

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Watch and listen as Whitney Donaldson addresses this question.

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In this webinar Dr. Tessie Rose Bailey provides an overview of the essential components of RTI including screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making.

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Watch and listen as Dr. Michelle Hosp addresses this question.

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In this webinar, Dr. Amy Elledge provides an overview of the process of data-based decision making and the different types of decisions that can be made with screening and progress monitoring data in order to identify students in need of additional instruction and interventions.

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This series of webinars discusses using RTI in learning disability identification, specifically focused on the role of data and data-based decision making.  The series includes presentations from both the national and state perspectives.

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This guide explains how leaders can use a research-based framework for response to intervention (RTI) to improve learning for all students. The majority of states have some form of RTI initiative in place already. This guide can help states leverage existing initiatives to support the statewide school improvement efforts spelled out in their ESEA flexibility plans.