07. Data-Based Decision Making for Action

READ Act screening data should be the basis for data-based decision making to determine which students need more support in reading. This could include differentiation of core (Tier 1) instruction, supplemental (Tier 2) or intensive (Tier 3) instruction.

Region 6 and 8-SW/WC Service Cooperative (0991-83) uses the following process and data to assure that evidence-based instruction and intervention matches to a student's needs:
To ensure that literacy instruction and interventions are precisely matched to individual student profiles, the district utilizes a rigorous, multi-tiered data cycle grounded in the Science of Reading. This process begins with universal benchmark assessments administered three times annually-utilizing FASTBridge, Growth Measure and CAPTI ReadBasix-to evaluate baseline proficiency and growth. We also use MCA/Alt MCA and ACCESS to help evaluate baseline proficiency. Following each benchmark period, interdisciplinary teams comprising general education teachers, special education staff, and instructional leaders conduct structured data review meetings to analyze performance trends. For students not meeting established benchmarks, we are working toward the process of the district administering targeted diagnostic assessments to isolate specific deficits in phonemic awareness, decoding, fluency, or comprehension. These findings inform the placement of students into evidence-based interventions delivered with high fidelity. A critical component of this instructional matching process is the Read 180 curriculum, which utilizes the integrated Growth Measure assessment to refine student placement. This tool provides a granular analysis of a student's literacy level, automatically directing them toward either intensive phonics supports or advanced comprehension modules based on their specific performance data. To maintain the efficacy of these placements, educators engage in continuous progress monitoring using curriculum-based measures, allowing for real-time instructional adjustments. This comprehensive cycle of assessment, collaborative analysis, and responsive intervention ensures that every student receives the exact level of support required to achieve meaningful and sustainable literacy gains.

The processes for monitoring fidelity and differentiating Tier 1 instruction include:
Monitoring Fidelity and Differentiating Tier 1 Instruction SWWC is committed to ensuring high-quality, evidence-based Tier 1 instruction through consistent monitoring of implementation fidelity and ongoing professional development in differentiation strategies. Fidelity Monitoring: SEMI-DLT (Self-Evaluation MnMTSS Implementation District Leadership Team) is conducted annually to evaluate the fidelity of instructional practices and system-wide implementation. Intervention fidelity checks are embedded within the evidence-based curricula used across sites. These checks include observation protocols, implementation rubrics, and teacher self-assessments to ensure interventions are delivered as designed. Teachers and instructional leaders engage in data review meetings and coaching cycles to reflect on fidelity data and make instructional adjustments as needed. Differentiation in Tier 1: Teachers are receiving ongoing professional development focused on differentiating Tier 1 instruction to meet the diverse nee ds of learners, including multilingual students and those receiving special education services. Instructional strategies include flexible grouping, scaffolded supports, use of formative assessment data, and integration of multisensory and structured literacy approaches. Collaboration among general education, special education, and multilingual learner staff supports the alignment of Tier 1 instruction with individual student needs. SWWC will continue to build staff capacity in both fidelity monitoring and differentiated instruction to ensure all students receive high-quality, responsive literacy instruction.

Criteria for entrance into supplemental (Tier 2) and/or intensive (Tier 3) targeted reading intervention include:
Entrance Criteria for Supplemental (Tier 2) and Intensive (Tier 3) Reading Interventions during the 2025-2026 school year, SWWC used vendor-provided cut scores from universal screening tools (e.g., FASTBridge, CORE Assessments, Woodcock Johnson, LETRS screener, etc.) to determine eligibility for supplemental and intensive reading interventions. Diagnostic assessments were administered to further identify specific literacy needs and guide intervention placement. Elementary Level (Grades K-5): Tier 2 (Supplemental Intervention): Students scoring below benchmark but above the intensive threshold on universal screeners. Diagnostic assessments indicate moderate skill gaps in areas such as phonics, fluency, or comprehension. Students receive small-group, targeted instruction in addition to core literacy instruction. Tier 3 (Intensive Intervention): Students scoring well below benchmark or in the high-risk range on universal screeners. Diagnostic data reveals significant deficits in foundational reading skills. Students receive individualized or very small-group instruction with increased frequency and intensity. Secondary Level (Grades 6-12): Tier 2 (Supplemental Intervention): Students not meeting grade-level expectations on screeners (e.g., MCA, ReadBasix, Growth Measure) but demonstrating partial proficiency in diagnostic assessments. Interventions focus on comprehension strategies, vocabulary development, and fluency. Instruction is provided in small groups during designated intervention periods or within content-area classes. Tier 3 (Intensive Intervention): Students with persistent reading difficulties despite Tier 2 support. Diagnostic assessments show severe skill gaps in decoding, fluency, or comprehension. Students receive highly individualized instruction, often integrated with their IEP goals. SWWC continues to refine its entrance criteria and intervention processes through professional learning and data analysis to ensure alignment with best practices and the science of reading.

Process monitoring data collection for students in Tier 2 occurs: Once a month

Progress monitoring data collection for students in Tier 3 occurs: Once a month

The kindergarten - 12th grade progress monitoring protocol that has been established to determine any necessary intensifications or modifications of supplemental (Tier 2) and/or intensive (Tier 3) targeted reading instruction include:
Fastbridge NWS and CBMs and Read 180 data. We are working to build data-based decision making processes to collaborate progress monitoring plans.

Criteria for exit from supplemental (Tier 2) and/or intensive (Tier3) targeted reading intervention include:
Exit Criteria for Supplemental (Tier 2) and Intensive (Tier 3) Reading Interventions At SWWC, many students receiving reading interventions have Individualized Education Programs (IEPs). Therefore, both entrance into and exit from targeted reading interventions are determined through the team decision-making process. General Exit Criteria Considerations (All Grades): Demonstrated progress toward or achievement of IEP reading goals. Consistent performance at or above benchmark on universal screeners (e.g. FASTBridge, CAPTI ReadBasix, MCA). Positive trends in progress monitoring data over time. Teacher observation and documentation of independent skill application in classroom settings. Parent input and collaboration during IEP meetings. Elementary Level (Grades K-5): Exit from Tier 2 or Tier 3 intervention is considered when a student: Meets or exceeds benchmark expectations on multiple data points. Demonstrates mastery of targeted skills identified through diagnostic assessments. Maintains progress without regression during periods of reduced support. Secondary Level (Grades 6-12): Exit decisions are based on: Sustained grade-level performance in reading comprehension, fluency, and vocabulary. Evidence of generalization of reading skills across content areas. Student self-advocacy and independence in applying reading strategies. In all cases, the IEP team reviews multiple data sources and considers the student's overall academic, functional, and behavioral needs before making exit decisions. This ensures that transitions out of intervention are thoughtful, data-informed, and supportive of long-term success.