ADM Reports and the Outcomes-Driven Model
The reports provided by Acadience Data Management are designed to inform decisions about instruction at both the individual student level and the system level. The reports are intended to be used within a data-based decision-making model such as the Outcomes-Driven Model.
The Outcomes-Driven Model
The Outcomes-Driven Model is comprised of five steps intended to help identify, support, and evaluate students in need of additional instruction in order to become proficient readers.
Step 1. Identify need for support. At the start of the school year, a universal screening assessment should take place to identify which students are on track for reading success and which may need additional support to achieve important reading outcomes. For the Acadience assessments, this is referred to as benchmark assessment.
Step 2. Validate need for support. At this step, educators should look at additional information they have regarding the students identified by the benchmark assessment as needing additional support. This may include retesting using alternate forms, teacher reports, or other available assessment information. Multiple sources of information help establish confidence in which students do and do not need additional support.
Step 3. Plan and implement support. In general, for students who are meeting the benchmark goals, a good, research-based core curriculum should meet their instructional needs, and they will continue to receive benchmark assessment three times per year to ensure they remain on track. Students who are identified as needing support are likely to require additional instruction or intervention in the skill areas where they are having difficulties.
Step 4. Evaluate and modify support. Students who are receiving additional support should be assessed more frequently to ensure that the instructional support being provided is helping the students get back on track. This process is referred to as progress monitoring. Students should be monitored on the measures that test the skill areas where they are having difficulties and receiving additional instructional support.
Step 5. Review outcomes. The last step of the Outcomes-Driven Model is to periodically review outcomes at both the individual student level and the systems level. By looking at the data, schools can ensure that their instructional supports--both core curriculum and additional interventions--are working for all children. If a school identifies areas of instructional support that are not working as desired, the school can use the data to help make decisions on how to improve.
The purpose of screening and progress monitoring assessments is to use the data to answer important instructional questions. A summary of the reports that apply to each step of the Outcomes-Driven Model is provided in the table on the next page.