Data Based Decision Making Paper

Topic Addressed:

After watching the Data-Based Decision Making webinar presented by Amy Elledge, I am more aware of the importance of collecting data and how to use it to properly address students’ needs. Data-Based Decision Making is one of the most important factors/roles within Response to Intervention/Instruction (RTI). It is an essential component of RTI. If not utilized using logic and with a purpose/goal in mind, the data that is being/has been collected will be no good. Data-Based Decision Making can and will affect the overall outcome and/or change the expected goal(s) of RTI’s system implementation. It is important when it comes to determining what type of instructional approach to use, the intensity of the instructional approach,
If Data-Based Decision Making is not present, RTI is not being implemented. Core curriculum can be evaluated based off of Data-Based Decision Making. Each level of RTI utilizes data-based analysis not just at the student level. States use data resulting from RTI implementation to allocate resources and to establish policies amongst schools. Districts use data to evaluate the effectiveness of RTI, to establish policies as well as procedures, and to allocate resources. Schools can use data to evaluate the effectiveness of their overall framework and the essential components, to access alignments amongst grade levels, and to allocate resources. Grade level teams use data to evaluate the core curriculum and instruction as well as to identify students for Tier 1 and 2 instructional
There is an explicit process used for data-based decision making. Does that process entail anything that we have not talked about? If so, what other things should be considered, when looking at the data-based decision making process?
It was stated within the webinar that states use data to allocate resources amongst schools. If that is the case, why do some schools have way more resources than others? Especially, if the school is considered to be underperforming. I would think that the underperforming schools are the ones that need more resources allocated, but I also understand that those schools that are performing well may also need more expensive resources in order to continue to challenge students.
When data teams meet bi-weekly and/or monthly, how effective are their meetings? What types of things are principals, school psychologists, teachers, and faculty as well as staff members required to bring? Are they utilizing the same assessment method(s) over and over again? If so, it probably will not be as effective and/or helpful to them or the students in which they are trying to serve. Data needs to always be current! That way logical and evidence based practices are reflected