Best Practices on Interpreting Assessment Data
A robust system of MTSS relies on a systematic data collection process. The data we use to drive our decision-making is derived from the array of assessments included under the umbrella of MTSS. In this webinar, we break down the role of assessments in MTSS, and how to use assessment data as feedback to interventions and instruction.
During this webinar, we unpack:
The different types of assessments in MTSS
The role of assessments in MTSS
How to interpret assessment data to understand rate of improvement
Utilizing assessment data to reflect on core instruction practices
You can access the slides here.
Make sure to check out the companion blog for this webinar ➡️ Best Practices on Interpreting Student Assessment Data in MTSS
Other resources mentioned during the webinar:
About the presenters:
Mollie Breese is the Content Manager at Branching Minds. She helps streamline the support library, so schools can identify and access the interventions they need to support student success. She researches the newest strategies, activities, and programs to add to the robust library, providing a wealth of resources for partner schools. Prior to joining Branching Minds, Mollie worked in the classroom as an English teacher, Reading teacher, and ESL instructor. Mollie earned her B.A. in Political Science from the University of Missouri, and her M.A. in English Literature from the University of Glasgow.
Dr. Eva Dundas
Dr. Dundas is the Chief Learning Officer of Branching Minds, where she pursues her mission to bridge the gap between the science of learning and education practice. Dr. Dundas has a Ph.D. in Developmental and Cognitive Psychology from Carnegie Mellon University where she conducted research on how the brain develops when children acquire visual expertise for words and faces. Her research also explores how the relationship between neural systems (specifically language and visual processing) unfolds over development, and how those dynamics differ with neurodevelopmental disorders like dyslexia and autism. She has published articles on that subject in the Journal of Cognitive Neuroscience, Neuropsychologia, Journal of Experimental Psychology: General, and Journal of Autism and Developmental Disorders. Dr. Dundas also has an M.Ed. in Mind, Brain, and Education from Harvard University; and a B.S. in Neuroscience from the University of Pittsburgh.