100% of funding ($1,975,000/year)
is from federal sources.

Using Data to Inform Instruction

In an RtI/MTSS model, knowing if student performance is improving helps guide educational planning.

  • At Tier 1, data are collected as often as three times during the school year and are used for screening and benchmarking of all students in important areas such as reading, math, writing, and behavior. This means that schools use the information to measure where all students are performing compared to grade level benchmarks and how much progress the students are making. The data also help schools determine if their core instructional practices are effective for most students.
  • At Tier 2, data are collected as frequently as twice a month to determine whether the extra instruction and interventions are making a difference and whether a change in instruction and/or intervention is needed.
  • At Tier 3, data are collected for the same reasons as Tier 2 but are collected more often (e.g., weekly) so that decisions and changes to the student’s instruction can be made sooner.

The information collected through universal screening and progress monitoring is used to help school teams answer the following questions:

  • Is core instruction effective and meeting the needs of a high percentage (e.g., 80% or more) of our students?
  • If not, what changes can be made in order to improve core instruction?
  • For any student receiving interventions:
    • Are the current interventions helping the student learn in the identified problem area?  If not, are changes in the intervention needed?
    • Is the student making enough progress to close the gap in the identified area?
    • If the interventions are no longer provided, is the student able to continue to make progress? If not, can the current interventions be continued with only general education resources?