scholarly journals Data-Based Decision Making for Struggling Readers in the Secondary Grades

2019 ◽  
Vol 55 (1) ◽  
pp. 3-12
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Jessica R. Toste
Keyword(s):  
Decision Making ◽  
Struggling Readers ◽  
Progress Monitoring ◽  
Reading Interventions ◽  
Effective Implementation ◽  
Secondary Grades ◽  
Using Data ◽  
Intensive Reading ◽  
Data Based Decision Making

The process of implementing intensive reading interventions using data-based decision-making (DBDM) becomes increasingly challenging as students move into the secondary grades and reading tasks correspondingly become more complex. This article provides teachers with guidelines to support effective implementation of DBDM for students with or at risk for reading disabilities in the secondary grades. Specifically, this article presents four steps for secondary teachers to follow within the context of a reading intervention to decide when instructional changes are needed based on progress-monitoring data. Diagnostic assessment is explained to determine students’ strengths and weaknesses in order to target instruction accordingly. A case study is included throughout to demonstrate application of the steps as well as supplemental materials to help teachers implement this practice in their classrooms.

Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers

2018 ◽  
Vol 52 (3) ◽  
pp. 174-187 ◽  
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
Lisa Anne Didion ◽  
Peng Peng ◽  
Nathan H. Clemens
Keyword(s):  
Decision Making ◽  
Struggling Readers ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Future Research ◽  
Weighted Mean ◽  
Comparison Groups ◽  
K 12 ◽  
Business As Usual ◽  
Data Based Decision Making

For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data—a process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K–12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers.

Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
School Counselor ◽  
Use Of Data ◽  
Counselor Identity ◽  
Using Data ◽  
Definition Of ◽  
Support Students ◽  
Students Success ◽  
Data Based Decision Making

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

Improving Child Outcomes With Data-Based Decision Making: Interpreting and Using Data

2009 ◽  
Vol 13 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Karen L. Gischlar ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Decision Making ◽  
Child Outcomes ◽  
Using Data ◽  
Data Based Decision Making

The Impact of Using Data Warehouse on Manpower Employment Decision Support System

2011 ◽  
Vol 383-390 ◽  
pp. 4653-4659
Author(s):  
Amro F. Alasta ◽  
Muftah A. Enaba
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Data Warehouse ◽  
Support System ◽  
Employment Decision ◽  
Use Of Data ◽  
Using Data ◽  
The Impact

Since the use of computers in business world, data collection has become one of the most important issues due to the available knowledge in the data; such data has been stored in database. Database system was developed which led to the evolvement of hierarchical and relational database followed by Standard Query Language (SQL). As data size increases, the need for more control and information retrieval increase. These increases lead to the development of data mining systems and data warehouses. This paper focuses on the use of data warehouse as a supporting tool in decision making. We to study the effectiveness of data warehouse techniques in the sense of time and flexibility in our case study (Manpower Employment). The study will conclude with a comparison of traditional relational database and the use of data warehouse. The fundamental role of data warehouse is to provide data for supporting decision-making process. Data in data warehouse environment is multidimensional data store. We can simply say that data warehouse is a process not a product, for assembling and managing data from various sources for the purpose of gaining a single detailed view of part or all an establishment. The data warehouse concept has changed the nature of decision support system, by adding new benefits for improving and expanding the scope, accuracy, and accessibility of data. The warehouse is the link between the application and raw data, which is scattered in separate database but now is unified. The objectives of this work are to study the impact of using data warehouse on Manpower Employment Decision Support System, in the sense as far as the data quality concern. We will focus on the benefits gained from using data warehouse, and why it is more powerful than the use of traditional databases in decision making. The case study will be the Libyan national manpower employment agency. The data warehouse will collect database scattered from different sources in Libya in order to compare the performance and time.

scholarly journals Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

2017 ◽  
Vol 51 (6) ◽  
pp. 565-577 ◽  
Author(s):  
Eunsoo Cho ◽  
Philip Capin ◽  
Greg Roberts ◽  
Sharon Vaughn
Keyword(s):  
Quantile Regression ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Progress Monitoring ◽  
Passage Level ◽  
Intensive Reading

Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students’ reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students’ reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant–Toddler Communication

2018 ◽  
Vol 40 (3) ◽  
pp. 246-267 ◽  
Author(s):  
Jay Buzhardt ◽  
Charles R. Greenwood ◽  
Dale Walker ◽  
Fan Jia ◽  
Alana G. Schnitz ◽  
...  
Keyword(s):  
Decision Making ◽  
Progress Monitoring ◽  
Service Providers ◽  
Infants And Toddlers ◽  
Adaptive Intervention ◽  
Early Communication ◽  
Randomized Design ◽  
Head Start Programs ◽  
Cluster Randomized ◽  
Data Based Decision Making

Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators’ data-based intervention decision making for infants and toddlers at risk for language delay. Using a cluster randomized design to test the effect of the MOD, home visitors (HVs) were assigned to either use the MOD or not across 13 Early Head Start programs. Both groups used the Early Communication Indicator (ECI) for progress monitoring and a parent-mediated language promotion intervention. Children from both groups demonstrated significant growth in expressive communication. However, children whose HVs fully implemented the MOD grew significantly more than the group that did not use the MOD, even after statistically controlling for parent and HV variables. Implications for designing effective and usable systems to promote the use of data-based decision-making practices by infant–toddler service providers are discussed, as well as limitations of the current study.

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