Untangling Data-Based Decision Making: A Problem-Solving Model to Enhance MTSS (A practical tool to help you make sense of student data for effective use in MTSS)

This book offers knowledge, strategies, and tools that will help you use data effectively. Applicable to any content area, the four simple steps in this book’s problem-solving model include specific questions that will guide your use of data to identify and solve problems that stand in the way of student achievement. Learn how to change instruction, curriculum, and environment to better support students.

K–12 educators and leaders will:

• Understand the proper application of data-based decision making
• Successfully utilize data to improve student learning
• Use worksheets and tools to organize data team meetings
• Become data rich and information rich
• Develop an MTSS within their school or district

Contents:
Introduction
Part 1: Foundations of Data-Based Decision Making
Chapter 1: Overview of the Multitiered System of Supports
Chapter 2: Defining Data-Based Decision Making
Part 2: Data-Based Decision Making at the Systems Level
Chapter 3: Data-Based Decision Making at the Schoolwide Level
Chapter 4: Data-Based Decision Making at Tier 1
Part 3: Data-Based Decision Making at the Student Level
Chapter 5: Data-Based Decision Making at Tier 2 for Groups of Students
Chapter 6: Data-Based Decision Making at Tier 3 for Individual Students
Epilogue
References
Index

Jason E. Harlacher, PhD, is a senior researcher with American Institutes for Research and the director for the Center on Multi-Tiered System of Supports (MTSS Center; https://mtss4success.org). Jason began his career working with youths in a day treatment center, which sparked his passion for using data to create safe and effective school environments. Since then, he has worked at the state, district, and school levels, having held roles as a school psychologist, district-level technical assistance provider, adjunct professor, and state-level consultant. With over eighteen years in education, he presents across the United States on topics related to classroom management, data-based decision making, and MTSS. He is published in peer-reviewed journals and has authored several books, including Bolstering Student Resilience: Creating a Classroom With Consistency, Connection, and Compassion and An Educator’s Guide to Schoolwide Positive Behavioral Interventions and Supports: Integrating All Three Tiers. He earned a bachelor’s degree in psychology from Ohio University, a master’s in school psychology from Utah State University, and a doctorate in school psychology from the University of Oregon.

Adam Collins, PhD, is the founder of Envision Zero Bullying and author of Effective Bullying Prevention: A Comprehensive Schoolwide Approach. He has over fifteen years of experience researching and implementing bullying prevention best practices at the school, district, university, and state levels. Adam serves as the statewide bullying prevention manager at the Colorado Department of Education, where he spearheaded the creation of Colorado’s first statewide bullying prevention model policy and now leads a multimillion-dollar grant-funded bullying prevention program.
He earned a bachelor’s degree in psychology from the University of Kansas and a doctorate in school psychology from the University of Nebraska–Lincoln.

Jon Potter, PhD, is a senior technical assistance consultant with American Institutes for Research. Jon has worked in education for more than sixteen years, supporting school districts in developing and sustaining MTSS. As an RTI implementation coach for the Oregon Response to Instruction and Intervention Project, he supported school districts across the state of Oregon in improving systems of reading instruction for all learners. He presents across the United States on topics related to making data-based decisions, developing positive school cultures that can sustain systems change, and translating the science of reading into effective classroom practices.
He earned a bachelor’s degree in psychology from the University of Denver, and a master’s degree in special education and a doctorate in school psychology from the University of Oregon.