An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model

Abstract

Data-based decision making by teams is central to implementation of response to intervention (RTI) models. Few studies have examined the actual decision-making process within RTI systems of service delivery. The purpose of this study was to examine the tier assignment decisions for students across grade-level teams in three K-5 elementary schools implementing identical RTI models for reading. Decisions of grade-level teams primarily composed of teachers were compared against the recommendation made by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) universal screening measure during fall and winter assessments across a 2-year period. Results showed teams had high overall levels of agreement with the DIBELS recommendations, especially after Grade 1 and during the winter of each year. When teams initially disagreed with the DIBELS recommendations, increased agreement in the use of data-based decisions was present over time. Implications for the data decision-making process within an RTI model are discussed.

Assessment: Periodic Assessment to Monitor Progress

“…However, if slope does not add value to the overall utility of the data for predicting student success, then why include it in the model? Despite the statistical argument for removing data that does not improve overall prediction, using both screening and progress monitoring data in practical settings does impact decision-making (Shapiro et al 2012). While incorporating both screening and progress monitoring data certainly has great practical value for decision-making, better guidance is still needed as to how best to apply decision rules to these data.…”

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

“…Similarly, it is crucial to monitor student motivation and to find a quiet distraction-free setting for test administration [44]. Research on the accuracy of decision making demonstrates the importance of gathering accurate data and to avoid making decisions solely based on judgment or intuition [45]. When decision making teams use multiple pieces of data (i.e., universal screening data, CBM, in-class assessments), they increase decision accuracy [45].…”

“…Research on the accuracy of decision making demonstrates the importance of gathering accurate data and to avoid making decisions solely based on judgment or intuition [45]. When decision making teams use multiple pieces of data (i.e., universal screening data, CBM, in-class assessments), they increase decision accuracy [45]. To use DBDM to support reading effectively, teachers need to collect and interpret the data and use it to inform instruction.…”

A Blueprint for Effectively Using RTI Intervention Block Time

“…When should teachers make changes? This represents one of the most-researched areas of RTI implementation (Ball & Christ, 2012;Riley-Tillman, Burns, & Gibbons, 2013;Shapiro et al, 2012;Shinn, 2007) and yet still remains an area of challenge in many schools (Burns et al, 2010). While a discussion of the implications of various decisionmaking models is beyond the scope of this article, schools should adopt some guidance about progress needed to make changes to an intervention.…”