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 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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Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).

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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.

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Ongoing sustained professional development that allows educators to continuously examine, reflect upon, and improve instructional practice, data-based decision making, and delivery of interventions is essential for implementing a multi-tiered system of support (MTSS). Where do we find resources to provide this professional development?

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As response to intervention (RTI) grows into its adolescence, questions about efficacy and challenges with implementation have emerged. In this webinar, panelists Lynn Fuchs, Doug Fuchs, Allison Gandhi, and Rebecca Zumeta Edmonds address findings from the recent Institute of Education Sciences evaluation of RTI, as well as lessons learned from state and local evaluations of implementation. They also discuss how use of increasingly available high-quality resources, combined with intensive, comprehensive implementation provide reasons for optimism that RTI can indeed progress from a tumultuous adolescence to successful adulthood. 

Non-Center Resources

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In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.

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In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses what to consider when a goal set for a student proves to be unrealistic.

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Promises to Keep, developed through a partnership with Council for Chief State School Officers (CCSSO) and the CEEDAR Center, outlines some key policy actions state education agencies can take to ensure that teacher and leader preparation prepares teachers to work with ALL learners, particularly those who have the greatest learning and behavioral needs.

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Response to intervention (RTI) is a multi-level prevention system to maximize student achievement and reduce behavioral problems. With RTI, schools use data to identify students at risk of poor learning outcomes, monitor student progress, provide and adjust evidence-based interventions when needed, and identify students with learning disabilities or other disabilities. In this video, Dia Jackson describes the importance of implementing RTI with fidelity and how she provides RTI coaching and professional development to schools so that they see gains in student achievement.