Data Analysis—How will we know to make changes?

 S—specific, clearly stated, simple  M—measurable based on quantifiable data  A—Attainable and realistic  R—Related to student performance and achievement  T—Time bound

 Baseline: Data before interventions are put in place  Aim line or goal: How much you want to achieve  Graph the data to determine whether or not progress is being made.

 Key features of effective formative evaluation systems  Student performance is measured frequently (e.g., once/week) and results in quantitative data  Progress is monitored toward an observable, measurable, and ambitious goal  Progress is graphed and viewed regularly  Data decision rules are used to evaluate the effectiveness of interventions and determine when modifications to interventions are needed

 Valid  Reliable  Fidelity of data

Activity 1

 Comparison  What are you comparing?  What is the standard for comparison?  How do you know if you are making progress?

 How will I know if the student is making adequate progress?  Two general types of decision-making plans 3-Point or 4-Point Decision-Making Trend line Analysis

 How will I know if I need to change interventions?  How will I know if enough progress has been made?  When will I know if the Tier level needs to change?  Do I have appropriate documentation?

 Have we looked at the data?  Class wide  Building wide  District wide  Have we made decisions based on the data?  Class wide  Building wide  District wide

Activity 2

 Needs  What type of professional development do we need?  Who is going to do it?  When are we going to do it?  Length of time needed  Follow-up/Accountability  Options

For more information on MTSS, contact HPEC For additional information on MTSS visit