Core Component 2: Data-Driven, Team-Based Decision-Making

Core Component 2:

Data-driven, Team-based Decision-making

(Making sound choices based on the right information)

To ensure all students receive the most appropriate and effective support, school teams with relevant expertise analyze student data and employ systematic and consistent decision-making processes.

Data-driven Decision-making

The use of data and collaboration to inform decision-making is critical to making effective decisions that address the needs of individual students, groups of students, and all students in a school.

Data analysis and decision-making occur at all tiers of HMTSS implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about curriculum and instruction, movement within the multi-tiered prevention system, and disability identification (in accordance with federal and state laws).

Data-driven decision-making requires the examination of multiple sources of data to analyze student strengths and needs. Academic, behavioral, social and emotional, physical health, along with environmental data collected from the student’s family and school community are analyzed to address the whole child. It is essential that the school selects relevant data indicators that accurately reflect the student’s status toward identified desired outcomes.

Once indicators are selected and the corresponding data collected, a process is employed to analyze the data, assess students’ strengths and weaknesses, implement an educational program, and monitor its effectiveness.

HMTSS calls this process the Team-based Decision-making Process.

Team-based Decision-making Process (TDP)

It is essential to establish effective decision-making processes by which resources, such as time, expertise, and funding, can be equitably distributed and accessed to address the diverse needs of all students. These processes facilitate decision-making that provides the support for student needs and enables the school to plan for the most efficient and effective use of its available resources for all students.

The TDP is used systematically throughout the school year at multiple levels (schoolwide, grade level, content area, class, and individually) to determine the appropriate level of intensity and service necessary for students to be successful. Based on the data, school teams determine proper supports and interventions, then monitor students’ progress toward schoolwide, grade level, or classroom goals and milestones.

Each data team articulates and documents its TDP procedures and timelines.

School leadership also works with school data teams to provide infrastructure, resources, professional development, and support to school staff to carry out the TDP at all levels.

Consistent, step-by-step, data-based decision-making that occurs within the context of schoolwide and grade level planning, during teacher team meetings, and in support of individualized student problem-solving, examines all factors thoroughly to determine the best course of action. It guides the selection of strategies and instructional/curricular adjustments to the core educational program for system effectiveness, as well as the evidence-based interventions needed for individual student support.

The TDP includes the following components:

1. Gather data. When making decisions or problem-solving, whether at the schoolwide, grade level/content area, or individual student level, academic, social and emotional, behavioral, and physical health data is gathered. An essential aspect of collecting data is determining what information is relevant to the issue being addressed. The school routinely reviews multiple sources of student data at all levels to make the most informed decisions possible.

2. Define needs. Students’ strengths and areas for growth are identified by reviewing performance and other student data. Analysis of the data determines whether needs exist, defines them, and articulates their nature and possible root cause(s).

3. Develop support. Once needs are defined, hypotheses are generated to determine how to address them best. Supports and intervention strategies are developed based on the hypotheses, resources, and expertise available, and urgency of the students’ needs. Effective intervention strategies are evidence-based, action-oriented, measurable, and specific. Implementation planning details the initial length of implementation, along with its intensity, grouping, dosage, and schedule. Indicators should also be selected to evaluate the effectiveness of the strategies.

4. Implement support. Qualified adults (e.g., classroom teachers, paraprofessionals, school counselors, administrators, occupational/physical therapists, School-Based Behavioral Health staff, parent(s)/legal guardian(s) work directly with students to implement the identified appropriate interventions and supports to meet the specific needs of each student.

5. Evaluate support. The effectiveness of the support is determined using evidence of student progress along with fidelity of implementation. Student progress is updated as needed, and next steps are determined. If students are making adequate progress, the supports and strategies may be continued or reduced. If students are not making sufficient progress, another cycle of the TDP is used to determine whether to modify the intervention or consider referral for Special Education evaluation if a disability is suspected.

Student Support Process (SSP)

When a concern is expressed about an individual student who may need support beyond the core educational program, the school initiates the TDP for the student.

HMTSS calls this process the Student Support Process (SSP). When a concern is identified, the SSP can be initiated at any level, including self-referral by the student or referral by a teacher. Students may be identified by the Schoolwide Systems Team or by the Grade Level, Content Area, or multidisciplinary Teams.

Concerns may be identified through analysis of schoolwide, grade level/content area, or student data, and may be raised at any time by any stakeholder, including student, teacher, curriculum coordinator, or counselor, along with anyone who works directly with the student. Families may also express concerns about their child.

The SSP Team uses available data to develop a student action plan with measurable goals and appropriate interventions that address the student’s identified concerns. In cases where concerns arise specific to behavior, emotions, or social skills, the SSP Team use available data to develop a Behavioral Support Plan (BSP) with measurable goals and appropriate interventions targeted for behavioral needs (DOE Memos and Notices, dated December 31, 2018, Student Support Process in Multi-Tiered System of Support).

Should a student not respond to interventions within the multi-tiered system, the SSP Team may make adjustments to the action plan or Behavior Support Plan (BSP). However, a referral to determine IDEA/504 eligibility may also be considered based on student data.

When a student is suspected of having a disability or if a parent(s)/legal guardian(s) requests an initial evaluation at any time for 504 or Individual Disability Education Act (IDEA), the Individual Education Plan (IEP)/504 team shall proceed with an evaluation to determine the presence of a disability. If a student is deemed eligible to receive Special Education/504 services the IEP/504 team is reconvened to create an IEP or 504 developed specifically for that student.

HMTSS shall not be used to deny or delay the evaluation of a student for Special Education or 504 designation. The Child Find provisions under IDEA for Special Education, require that states ensure that all children with disabilities are identified, located, and evaluated. This includes children who are homeless or wards of the state.

Data-driven Collaborative Teaming

For HMTSS implementation to be successful, it is critical to establish effective teams to analyze data related to student progress at each level of the system, including school, grade, classroom, and the individual student. Initially, teams create a shared vision and common language to clarify purpose and desired outcomes. Once outcomes are identified, the team reviews relevant data to inform their decision-making process.

System support needs are determined through a data-driven decision-making and problem-solving process utilizing schoolwide, grade/department, and classroom-level student status and progress data. Individual student support needs are determined by analyzing multiple sources of student-specific data.

Teams may take various forms and perform different functions, depending on the resources, expertise, and staffing available at a school. Each school is unique and will need to create teams within their multi-tiered system of supports that will be appropriate to the context of their school community and culture.

There are generally three types of decision-making teaming structures that are organized on a campus:

• Schoolwide Systems Team (e.g., MTSS team, Academic Review Team) • Teacher Collaborative Team (e.g., data team, professional learning community) • Student-focused Team

TEAMING

Schoolwide Systems Team (SST)

Purpose

To serve as the school's overarching, dissemination, and implementation team is responsible for casting a vision, fostering effective two-way communication, providing knowledge transfer, and supporting effective use of practices (i.e., implementation with fidelity) related to HMTSS.

Functions

• Establish and sustain school design HMTSS framework and infrastructure.

• Conduct regularly scheduled meetings and build a sense of collective responsibility among school staff.

• Establish a culture of data review to guide continuous school improvement efforts.

• Continuously review school and student data, using multiple sources to identify students or groups of students with concerns across the domains of:

o academic,

o behavior,

o social and emotional health, and

o physical health.

• Prioritize needs and develop action plans to deploy available resources. • Provide staff with targeted professional development to increase expertise and capacity.

• Analyze results of universal screening, engage in team confirmation process to rule in and rule out students who need supplementary (Tier 2) and/or intensive (Tier 3) interventions, and prepare a summary report to share out with staff.

• Create sub, expanded, or specialized teams to carry out meaningful work related to HMTSS.

o Examples of sub- or expanded teams:

▪ Schoolwide implementation team

▪ Tier 2 & 3 systems team

▪ Attendance and chronic absenteeism te▪ Standing student focus team

o Example of teams that support specific implementation efforts: ▪ Core academic curriculum and instruction

▪ Positive Behavioral Interventions and Supports (PBIS) implementation team

▪ Data collection team on school climate

• Coordinate common schoolwide expectations and intervention supports for the whole child.

• Monitor fidelity of implementation of core education (Tier 1) components.

Decision-making Process

The Schoolwide Systems Team uses TDP to look at aggregate and disaggregated schoolwide data so that all students will have equitable access to the core education (Tier 1) program.

Universal screening data, Longitudinal Data System (LDS) and Student Information System (SIS) data, along with other sources of student status and progress data are routinely reviewed and analyzed to identify areas of strength and areas of concern for: academics, behavior, social and emotional health, physical health, and overall school climate and culture.

The ongoing data review determines how to best allocate funding, personnel, and available resources schoolwide, including evidence-based professional development for educators. They provide system-level guidance, support, and capacity building to school staff.

The data may also be used to identify students who need additional support to attain adequate progress as determined by the school and its program design.

Membership

The Schoolwide Systems Team includes, but is not limited to: • Administrator(s),

• Teachers (general education, special education),

• Student Services Coordinator,

• Counselor,

• Behavioral Health Specialist,

• School Psychologist,

• Curriculum Coordinator or coach, and

• relevant support personnel (e.g., Speech-Language Pathologist, Occupational Therapist, Physical Therapist, Licensed Applied Behavior Analysis (ABA) provider, Behavior Analyst, Clinical Psychologist).

Teacher Collaborative Teams (TCT)

Grade Level/Content Area/Multidisciplinary

Purpose

The school's implementation team responsible for supporting effective use of practices (i.e., implementation with fidelity) related to HMTSS for targeted groups of students (e.g., grade levels, special populations).

Functions

• Conduct regularly scheduled meetings and build a sense of collective responsibility among school staff.

• Establish a culture of data review to guide continuous improvement efforts.

• Continuously review school and student data, using multiple sources to identify students or groups of students with concerns across the domains of:

o academic,

o behavior,

o social and emotional health, and

o physical health.

• Prioritize needs and develop goals, action plans to deploy available resources.

• Analyze results of universal screening, formative and summative data, along with LDS and SIS data, to engage in team confirmation process to rule in and rule out students who need supplemental (Tiers 2 and 3) interventions.

• Coordinate specific application of common schoolwide expectations and intervention supports for the whole child.

• Monitor fidelity of implementation of core education (Tier 1) and supplemental (Tier 2) components.

• Adjust grade level, department or multidisciplinary team application of core education and supplemental components based on analysis of data and need identification.

Decision-making Process

Teacher Collaborative Teams focus their data analysis on targeted groups of students (e.g., second-grade students, math students) and specific learning outcomes of the grade level, content area, and/or curriculum. The TDP is implemented for students to make implementation decisions for grade level, content area, department, and classroom practice within their area of responsibility.

Universal screening data, LDS and SIS data, formative and summative assessments, and other sources of student status and progress data are routinely reviewed and analyzed. Emphasis is placed on data sources collected through instruction and observation.

These teams may also carry out the TDP for individual students identified during the data analysis process.

Membership

The TCT may include, as needed, but not be limited to:

• all General Education Teachers for target group,

• Special Education Teachers supporting the target group, • Student Services Coordinator,

• Curriculum Coordinator,

• Instructional Coaches, and

• relevant support personnel as needed (e.g., Counselor, Intervention Specialist, Speech-Language Pathologist, Behavioral Health Specialist, Occupational Therapist, Physical Therapist, Licensed Applied Behavior Analysis (ABA) provider, Behavior Analyst, Clinical Psychologist).

Student Focus Teams (SFT)

Purpose

To serve as an individual student’s team responsible for assessing the student’s needs, supporting effective use of practices (i.e., implementation with fidelity), and monitoring progress as related to HMTSS for the individual student.

Functions

• Conduct regularly scheduled meetings and build a sense of collective responsibility among school staff.

• Establish a culture for data review to guide and enhance student supports and interventions.

• Continuously review student data, using multiple sources to identify students with intensive needs across the domains of:

o academic,

o behavior,

o social and emotional health, and

o physical health.

• Prioritize needs and develop action plans for the student to deploy available resources.

• Monitor fidelity of implementation for core education (Tier 1), targeted (Tier 2), and intensive (Tier 3) intervention components for the individual student.

• Review progress monitoring data to determine effectiveness of interventions and next steps for the student (i.e., continue, intensify, or reduce intervention.

• Consider referring for evaluation to Special Education for students not displaying adequate progress to interventions.

Decision-making Process

A Student Focus Team may be convened and enter into the SSP when a concern is raised about an individual student who is identified as needing support beyond the core educational program.

The SSP for an individual student can be initiated at any level, including self-referral by the student or referral by a teacher. Individuals may be identified by the Schoolwide Systems Team or by the Grade Level, Content Area or Multidisciplinary Teams. Concerns may be identified through analysis of schoolwide or grade level data.

Concerns may be raised at any time by any stakeholder: student, teacher, curriculum coordinator, counselor, along with anyone who works directly with the student. Families may also express concerns about their child.

Once a student is identified, a team is convened to enter into the Student Support Process. This team analyzes student-specific data to determine the root causes of concern and to identify appropriate, evidence-based strategies to support individual student progress, which is continuously monitored.

When a student is suspected of having a disability, the team shall initiate the referral process for evaluation under the Individuals with Disabilities Education Act (IDEA) and/or Section 504.

A standing Student Focus Team (which may be a sub-team of the Schoolwide Systems Team) can be formed to field concerns about individual students on a regular basis.

Membership

The Student Focus Team make-up includes the student’s classroom teacher and those implementing the intervention, along with staff possessing relevant expertise.

The Team may include, as needed, but not be limited to:

• Teachers (general education, special education),

• Student Services Coordinator,

• Counselor,

• Behavioral Health Specialist,

• School Psychologist,

• Curriculum Coordinator,

• Instructional Coach,

• Relevant support personnel (e.g., Speech-Language Pathologist, Occupational Therapist, Physical Therapist),

• Parent(s)/legal guardian(s), Licensed Applied Behavior Analysis (ABA) Behavior Analyst, Licensed Psychologist).