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Data-Based Decision Making in Multi-Tiered Systems of Support: Principles, Practices, Tips, and Tools
Last updated 2024/05/27
Description
In this International Dyslexia Association Perspectives article, Sarah V. Arden and Jill M. Pentimonti emphasize the vital role of data-based decision-making in Multitiered Systems of Support (MTSS) to improve reading outcomes for students, especially those with disabilities. MTSS offers a framework with three tiers of instruction involving progress monitoring to determine suitable support levels. The authors stress the need for a climate of data fluency among educators, promoting collaboration to analyze data and identify students needing additional support. Diagnostic assessments are essential in Tier 3 to guide individualized interventions, with regular progress monitoring to make timely adjustments. The article aims to aid educators in effectively utilizing data to enhance student achievement within the MTSS framework.
Curriculum Connection
1. Curriculum Context
The tiered approach, or MTSS, to instruction, is a key component in supporting educators using the Ontario Language Curriculum, as it provides a proactive and systematic model to address the diverse learning needs of students in language and literacy. This article supports educators in effectively implementing a tiered language and literacy instruction approach.
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Very important information shared here especially surrounding the difference between screening and progress monitoring. Data teams in each school are also essential to determine tier 2 interventions. Sage advice “Don’t wait a whole year to find out whether an intervention worked or not.”