scholarly journals Data-Based Decision-Making: Teachers’ Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs

2017 ◽  
Vol 32 (1) ◽  
pp. 46-60 ◽  
Author(s):  
Roxette M. van den Bosch ◽  
Christine A. Espin ◽  
Siuman Chung ◽  
Nadira Saab
Keyword(s):  
Decision Making ◽  
Progress Monitoring ◽  
Curriculum Based Measurement ◽  
Data Based Decision Making

Decision-Making Accuracy of CBM Progress-Monitoring Data

2017 ◽  
Vol 36 (1) ◽  
pp. 74-81 ◽  
Author(s):  
John M. Hintze ◽  
Craig S. Wells ◽  
Amanda M. Marcotte ◽  
Benjamin G. Solomon
Keyword(s):  
Decision Making ◽  
Progress Monitoring ◽  
Monitoring Data ◽  
Standard Errors ◽  
Data Sets ◽  
Curriculum Based Measurement ◽  
Reading Growth ◽  
Intervention Model ◽  
Student Reading ◽  
Decision Making Rule

This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading growth of two-word increase per week across 15 consecutive weeks. Results indicated that an unacceptably high proportion of cases were falsely identified as nonresponsive to intervention when a common 4-point decision rule was applied, under the context of typical levels of probe reliability. As reliability and stringency of the decision-making rule increased, such errors decreased. Findings are particularly relevant to those who use a multi-tiered response-to-intervention model for evaluating formative changes associated with instructional intervention and evaluating responsiveness to intervention across multiple tiers of intervention.

Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring

2017 ◽  
Vol 84 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Joseph Jenkins ◽  
Margaret Schulze ◽  
Allison Marti ◽  
Allen G. Harbaugh
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Reading Instruction ◽  
Progress Monitoring ◽  
Relative Accuracy ◽  
Curriculum Based Measurement ◽  
Reading Growth ◽  
Decision Accuracy ◽  
High Incidence ◽  
High Incidence Disabilities

We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence disabilities—all receiving special education reading instruction ( N = 56)—intermittent schedules of PM performed as well as every-week PM. These findings signal a need for research on the relative accuracy and timeliness of curriculum-based measurement decision making for intermittent and weekly PM.

Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant–Toddler Communication

2018 ◽  
Vol 40 (3) ◽  
pp. 246-267 ◽  
Author(s):  
Jay Buzhardt ◽  
Charles R. Greenwood ◽  
Dale Walker ◽  
Fan Jia ◽  
Alana G. Schnitz ◽  
...  
Keyword(s):  
Decision Making ◽  
Progress Monitoring ◽  
Service Providers ◽  
Infants And Toddlers ◽  
Adaptive Intervention ◽  
Early Communication ◽  
Randomized Design ◽  
Head Start Programs ◽  
Cluster Randomized ◽  
Data Based Decision Making

Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators’ data-based intervention decision making for infants and toddlers at risk for language delay. Using a cluster randomized design to test the effect of the MOD, home visitors (HVs) were assigned to either use the MOD or not across 13 Early Head Start programs. Both groups used the Early Communication Indicator (ECI) for progress monitoring and a parent-mediated language promotion intervention. Children from both groups demonstrated significant growth in expressive communication. However, children whose HVs fully implemented the MOD grew significantly more than the group that did not use the MOD, even after statistically controlling for parent and HV variables. Implications for designing effective and usable systems to promote the use of data-based decision-making practices by infant–toddler service providers are discussed, as well as limitations of the current study.

scholarly journals Data-Based Decision Making for Struggling Readers in the Secondary Grades

2019 ◽  
Vol 55 (1) ◽  
pp. 3-12
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Jessica R. Toste
Keyword(s):  
Decision Making ◽  
Struggling Readers ◽  
Progress Monitoring ◽  
Reading Interventions ◽  
Effective Implementation ◽  
Secondary Grades ◽  
Using Data ◽  
Intensive Reading ◽  
Data Based Decision Making

The process of implementing intensive reading interventions using data-based decision-making (DBDM) becomes increasingly challenging as students move into the secondary grades and reading tasks correspondingly become more complex. This article provides teachers with guidelines to support effective implementation of DBDM for students with or at risk for reading disabilities in the secondary grades. Specifically, this article presents four steps for secondary teachers to follow within the context of a reading intervention to decide when instructional changes are needed based on progress-monitoring data. Diagnostic assessment is explained to determine students’ strengths and weaknesses in order to target instruction accordingly. A case study is included throughout to demonstrate application of the steps as well as supplemental materials to help teachers implement this practice in their classrooms.

scholarly journals A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?

2021 ◽  
pp. 002221942199710
Author(s):  
Christine A. Espin ◽  
Roxette M. van den Bosch ◽  
Marijke van der Liende ◽  
Ralph C. A. Rippe ◽  
Melissa Beutick ◽  
...  
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Decision Making ◽  
Small Proportion ◽  
Instructional Materials ◽  
Curriculum Based Measurement ◽  
Data Based Decision Making

The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.

Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
School Counselor ◽  
Use Of Data ◽  
Counselor Identity ◽  
Using Data ◽  
Definition Of ◽  
Support Students ◽  
Students Success ◽  
Data Based Decision Making

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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