Data-Based Instruction

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Data-Based Instruction
2008
Student Progress Monitoring
Data-Based Instruction in Special Education
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What is Data-Based Instruction?

• Data-based instruction
• Progress monitoring is vital
• Student progress is continually monitored
• Approach of test-teach-test
• Inductive and recursive
• Teachers are experimenters
• Instruction is individualized
• Data-based instruction is problem solving

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What is Data-Based Instruction?

• Developed within special education
• Data-based instruction requires special education
  teachers to
• Understand assessment
• Understand instruction
• Become expert instructors within the school
• Become the go to person for information about
  how to work with the most difficult-to-teach
  students

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Background of Data-Based Instruction

• Developed over the last 20-30 years by
  researchers and practitioners
• Benefits of data-based instruction described in
  hundreds of scholarly journals
• Utilized in special education
• Now a major focus because of the
  Responsiveness-to-Intervention (RTI) movement

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The Role of Special Education and Data-Based
Instruction in RTI

• We will talk in-depth about RTI tomorrow
• Two ways of thinking about Special Education
  within an RTI framework
• Traditional model
• Few tiers (e.g., 3)
• Special Education is most intensive tier
• Alternate models
• Many tiers
• Special Education may be dispersed among all the
  tiers

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Traditional Model of Special Education within
RTI

• Most widely researched model
• Tier 1
• General education
• Research-validated, whole-class instruction
• Progress monitoring used to determine
  responsiveness-to-intervention
• Tier 2
• General education
• Research-validated, small-group or individual
  instruction
• Progress monitoring used to determine
  responsiveness-to-intervention

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Traditional Model of Special Education within
RTI

• Tier 3
• Special education
• Research-validated, individualized instruction
• Progress monitoring is used to develop and
  determine responsiveness to instructional
  programs

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Alternate Model of Special Education within RTI

• Continuum of general education placements and
  services in tiers
• More than 3 tiers could be utilized
• Services increasingly intensive across tiers
• Special educators as co-teachers in Tier 1,
  small-group tutors in Tier 2, etc.

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Using CBM to Individually Tailor the Tutoring
Protocol

• CBM incoming level/slope is used to set IEP goal.
• CBM is administered weekly.
• CBM slope is used to assess the effectiveness of
  varying instructional components for that student
  and to inductively formulate an effective,
  individualized program.
• CBM slope is used to quantify response. On the
  basis of slope, decisions are formulated about
  when to exit Tier 3. Goal is to return students
  to Tier 1 or Tier 2 as soon as possible, but
  weekly CBM continues so that re-entry to Tier 3
  occurs as needed.

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PM in Tier 3 Designing Individualized Programs

• Monitor adequacy of student progress and
  inductively design effective, individualized
  instructional programs
• Start with Tier 3 validated tutoring protocol
• Increase intensity
• Monitor progress
• When adequate, maintain program (with increasing
  goals, as warranted)
• When inadequate, experiment with new
  instructional component (maintain effective
  components eliminate ineffective components)

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Ongoing Progress Monitoring

• Example
• For a third-grade student with a learning
  disability and an IEP math goal, curriculum-based
  measurement (CBM) is collected each week (e.g.,
  25 problems sampling the 3rd-grade mathematics
  concepts and applications curriculum).

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Ongoing Progress Monitoring

• Example
• For a third-grade student with a learning
  disability and an IEP math goal, curriculum-based
  measurement (CBM) is collected each week (e.g.,
  25 problems sampling the 3rd-grade mathematics
  concepts and applications curriculum).
• Take baseline and set year-end goal. Draw goal
  line to represent performance level expected each
  week of the school year.

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Ongoing Progress Monitoring

• Example
• For a third-grade student with a learning
  disability and an IEP math goal, curriculum-based
  measurement (CBM) is collected each week (e.g.,
  25 problems sampling the 3rd-grade mathematics
  concepts and applications curriculum).
• Take baseline and set year-end goal. Draw goal
  line to represent performance level expected each
  week of the school year.
• Special education involves five 30-minute math
  tutoring sessions per week in dyads. Initial
  program is a validated tutoring protocol. Weekly
  progress monitoring continues.

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Ongoing Progress Monitoring

• Example
• For a third-grade student with a learning
  disability and an IEP math goal, curriculum-based
  measurement (CBM) is collected each week (e.g.,
  25 problems sampling the 3rd-grade mathematics
  concepts and applications curriculum).
• Take baseline and set year-end goal. Draw goal
  line to represent performance level expected each
  week of the school year.
• Special education involves five 30-minute math
  tutoring sessions per week. Initial program is a
  validated tutoring protocol. Weekly progress
  monitoring continues.
• After 8 weeks, the students progress is
  evaluated against the goal line. The special
  educator determines whether a revision to the
  program is needed to boost the students rate of
  improvement. If so, an instructional feature,
  based on a well researched instructional
  principle, is added to the validated protocol.

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Ongoing Progress Monitoring

• Example
• For a third-grade student with a learning
  disability and an IEP math goal, curriculum-based
  measurement (CBM) is collected each week (e.g.,
  25 problems sampling the 3rd-grade mathematics
  concepts and applications curriculum).
• Take baseline and set year-end goal. Draw goal
  line to represent performance level expected each
  week of the school year.
• Special education involves five 30-minute
  tutoring sessions in dyads on calculation and
  word problem skills, deficit areas for the
  student. Initial program is a validated tutoring
  protocol. Weekly progress monitoring continues.
• After 8 weeks, the students progress is
  evaluated against the goal line. The special
  educator determines that a revision to the
  program is required to boost the students rate
  of improvement. If so, an instructional feature,
  based on a well researched instructional
  principle, is added to the validated protocol.
• This iterative process recurs over time so that
  the teacher uses the progress-monitoring data to
  formatively design an individualized, appropriate
  instruction (i.e., scientifically-based and
  intensive special education and related services)
  that addresses the general education curriculum.

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How Data-Based Instruction will Guide this
Workshop

• We will be presenting the most researched RTI
  model.
• Under any model, special educators use their
  knowledge of data-based instruction to guide
  instructional planning for students who are
  struggling.

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How Data-Based Instruction will Guide this
Workshop

• We will discuss the following topics
• Reading and progress monitoring
• Mathematics and progress monitoring
• How data-based instruction is used to guide
  instructional planning and make decisions about
  how to increase student achievement
  (intervention, placement, etc.)
• Responsiveness-to-intervention