Welcome back! I’m Judy Teevan, Director of Curriculum here at Classworks back with another installment of our RTI web series. To recap, we have discussed screening all students, using the data for tier placement, as well as determining tiers and performance levels for each student. Then we focused on getting started with Progress Monitoring and meaningful student interventions.

Today we are going to look at student progress monitoring data and talk about what actions need to be taken based on the results you are seeing. 

So what’s happening in the classroom right now? Students are working independently on their Classworks ILPs. Once a week students are taking their CBM probes. 

What does Progress Monitoring ultimately help you do? The data allows you to see if students are responding to their intervention, let’s you know if you need to adjust instruction and if students need to move tiers. 

I found some great information on the NCII website outlining some rules to use around analyzing data. They involve data points and trend lines and apply directly to Classworks Progress monitoring. I want to walk through the rules first and then we will look at examples of each. 

The first set surround using the data points to help guide you with next steps for students. With data points you work with the four point rule: 

If all four data points are above the goal line, increase the goal.

If all four data points are below the goal line, make an instructional change.

If the four data points are above and below the goal line, continue with instruction and data collection.

Here we see all four data points above the target rate of improvement. The first data point sets the target but each of the following This student data is an example of the rule that says “if all four data points are above the goal line, increase the goal” . Now that being said, there is one really high data point that is a bit of an outlier. I would recommend waiting a couple of weeks to get additional data to see if that was a one time thing or if the student is ready to move on.  After a couple of weeks, look at this data again and revisit next steps.  

In this example, the student is obviously struggling. The rule we follow here is “If all four data points are below the goal line, make an instructional change.” 

Your actions may include stopping this set of CBMs and starting a new set at a lower level and then checking on the intervention. Look at the mastery of skills within the intervention and adjust as needed. 

If the four data points are above and below the goal line, continue with instruction

and data collection. Inconsistent data like this may be a result of student behavior, or even time of day the CBM is administered. It is worth watching this data for a few more weeks before making any decisions. 

Our next rules surround the trend line and focus on the goal. 

The following are decision rules based on the trend line:

If the trend line is steeper than the goal line, increase the goal.

If the trend line is flatter than the goal line, adapt the intervention.

If lines are the same, no change is needed. 

Again, Let’s look at some examples.

If the trend line is steeper than the goal line, increase the goal. Here you see that the data points are on a steady trajectory. The trend line is quite steep. The recommendation here is to increase the level of CBM and look at the intervention to make sure it is challenging the student as well. 

If the trend line is flatter than the goal line, adapt the intervention.These inconsistent data points have created a flat trend line. Sometimes the data points are consistent but still show no upward movement.  It is important to look at the factors that may be contributing to a leveled out trendline,  including a need to adapt the intervention. If a flat trend line continues, data teams will try to identify issues and plan next steps to get the student moving in the right direction.

If lines are the same, no change is needed. This student is on the right track! Of course you want to continue reviewing the instructional intervention to look for mastery, but this student is exactly where you want them to be. 

Each of the scenarios we discussed today could be data impacting a decision to move a student within tiers. Struggling students who move from Tier 2 to Tier 3 will get increased intervention time as well as adjusted progress monitoring. A tier 2 student who has a steep trend line may be ready to move back to Tier 1. These decisions made by the student support team are critical to a successful RTI process.  

The student support team establishes next steps for students based on data, reports such as our Progress Monitoring Results Report provide the documentation you need to support teacher efforts, student behavior, trends in student performance,  and instructional changes 

 If Changes are needed it is easy to stop current CBMs and start a new set with a new level. 

Students never miss a beat!

Thanks so much for joining me today! Next time we are going to discuss data meetings! What are the important elements for meaningful data meetings? We will discuss reports for documentation and reports for making those important next step decisions. 

See you then! 

Additional Reading

Interpreting CBM Results

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