Data-Based Problem-Solving & Decision-Making

Data and research must guide decision-making at all support levels. Teams examine data using a consistent decision-making and problem-solving process to develop tailored solutions that will improve outcomes for all students.

Overview Why it’s Essential Implementation Self-Assessment AQuESTT Alignment Related Resources

Overview

An effective NeMTSS framework requires teams to use data to guide decision-making at all levels — from the systems level to the individual student level. Teams examine data using a consistent decision-making and problem-solving process to build, implement, evaluate and refine the framework, and to guide instructional and intervention decisions for individual students and groups of students.

Systems level:

Used to evaluate and continuously improve the overall framework

Are core supports being implemented as designed and are they working for students?
Are intervention supports being implemented as designed and are they working for students?
Are certain interventions producing better results than others?

Individual student level:

Used to evaluate and continuously improve the overall framework

Which students need intervention?
Is the intervention effective for an individual student or group of students?
How do we best intensify the intervention when necessary?
Do we need to evaluate the student for special education?

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Data-Based Problem-Solving & Decision-Making

Why it’s Essential

Data and research help inform NeMTSS design and guide effective decision-making. Data-based problem-solving and decision-making help optimize how resources are allocated, how to best plan for implementation and ensure supports are established to address the unique needs of individual districts and schools.

Implementation

Below are guiding questions teams may consider during the NeMTSS building or refining process. These questions are intended to drive team member dialogue, reflect on current practice and determine future action steps.

What are the decision-making rules for identifying students for intervention, the procedures for data validation, intervention timing, and who will make these decisions?
What is the process for matching students to interventions and forming intervention groups?
What are the guidelines for monitoring student progress in interventions and setting goals, the procedures for determining if schools will monitor students off grade level, the procedures for setting goals other than the grade level goal (if necessary)?
What are the decision-making rules for examining intervention effectiveness and making decisions for students receiving intervention?
What is the process for documenting intervention decision-making?
What are the guidelines for intensification when an intervention is not meeting established goals?

Self-Assessment

The following Data-Based Problem-Solving and Decision-Making items are included on the NeMTSS Self-Assessment:

Integrated data-based problem-solving for student academic, behavior and social-emotional outcomes occurs across content areas, grade levels and continuum of supports.
NeMTSS leadership teams use student data and implementation data to evaluate instruction effectiveness.
Pre-established decision-making guidelines are used to identify students who receive intervention support.
Pre-established decision-making guidelines are used to evaluate effectiveness of interventions for individual students.

AQuESTT Alignment

AQuESTT Tenet: Assessment

The results of multiple assessment sources — national, state and classroom-based — should be used to measure student achievement of college and career ready standards. These results are also an integral part of the instructional process through individual adaptive assessments, classroom-based assessments, state assessments and national/international assessments.

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