Data-based Decision Making

Based on the US-American RTI approach, a close connection between pedagogical diagnostic procedures and ensuing interventions is essential for the Rügen Inclusion Model. In general, the process of pedagogical diagnostics involves three components:

  • First of all, screenings are conducted on a regular basis during a school year as part of the primary level of prevention (therefore every child is being tested). In this way, children who are at risk of poor learning outcomes can be identified.
  • Then, these students receive a more profound evaluation as part of the second prevention level in order to minimize their learning and development problems.
  • In addition, curriculum-based measurements are conducted on a monthly basis on the first level and additionally on a weekly basis on the second and third prevention level. Eventually, records about the learning progress of each child in each grade provide information about the effectiveness of the interventions.

Altogether, this procedure is applied in German and mathematics as well as in the domains of speech and cognitive development. Furthermore, the process can be varied and adjusted for supporting the behaviour development. In any event, every diagnostic procedure needs to fullfill the well-established quality criteria – objectivity, reliability and validity.


Individuals With Disabilities Education Improvement Act (IDEIA, 2004). Available online at < 108_cong_public_laws&docid=f:publ446.108>. 21 June 2011.

National Center on Response to Intervention (2010). Essential Components of RTI – A Closer Look at Response to Intervention. Washington, DC. Zugriff am 13.03.2014. Available online at <> 13 March 2014.