THE DATA DRIVEN CLASSROOM Kim Baumgartner, M.A. Disability Services Coordinator for Mid Florida Community Services Head Start

AGENDA Pre-Test About me Learning Objectives What is data based decision making? Data collection Scaffolding Interventions that work Post-Test

KIM BAUMGARTNER, M.A. DISABILITIES SERVICES COORDINATOR FOR MID-FLORIDA COMMUNITY SERVICES HEAD START About me: Education Professional Experience Personal Life

LEARNING OBJECTIVES Participants will have a basic understanding of data based decision making Participants will be able to identify methods of data collection Participants will know how scaffold instruction based on data Participants will be able to collect data during learning activities

PROGRESS MONITORING  PURPOSE: Monitor students’ response to primary (whole group), secondary, (small skill based group) or tertiary (intervention) identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction  FOCUS: Students identified through screening as at risk for poor learning outcomes  TOOLS: Brief assessments that are valid, reliable, and evidence based  TIMEFRAME: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly) Essential Component of the Data Driven Classroom

WHAT IS DATA BASED DECISION MAKING? Data Based Decision Making RtI image from abc-coolpix.net

WHAT’S SO GREAT ABOUT DATA? It’s objective It is measurable It can monitor progress better than assessments (less time consuming) It allows for targeted interventions

PLANNING: DATA-BASED DECISION MAKING Use data effectively to develop an action plan and measure growth. Data sources: Screenings and assessments Developmental Milestones Research based checklists

Screening Intervening Progress Monitoring Decisions, decisions IMPLEMENTING: DATA-BASED DECISION MAKING

CATCH THEM BEFORE THEY FALL

INTERVENTIONS VS SCAFFOLDING defines intervene as: “To involve oneself in a situation so as to alter or hinder an action or development” “Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals,” (Sawyer, 2006).

INTERVENTION GROUPS Struggling learners: groups of 3-4 meeting for 5-15 minutes 3-5 times per week Tangled Learners: groups of 1-3 meeting for 5-15 minutes 4-5 times per week

FREQUENCY DATA Easy to collect Gives percentage Working smarter not harder

Questions?

POST TEST Did this training meet your expectations?

RESOURCES Center on Response to Intervention at American Institutes for Research: “Developmental Milestones” the Centers for Disease Control: “Methods of Data Collection” article : “Precision Teaching and Direct Instruction” article: File Folder & Intervention Activities