Dig Deeper

About this Key Feature

School-wide Process for Responding to Student Needs

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Multiple times throughout each school year… Screen students and

organize data

Review data and set goals

Dig DeeperMatch Supports to

Needs

Monitor Progress and Adjust Accordingly

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Outcomes Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and Additional

Challenges

Before collecting data, first establish…

Then, at the start of each school year...

Plan Logistics

At least annually…

Evaluate and Refine the Process

Our vision: All Wisconsin students will learn and be successful in life.

Our mission: To build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students.

Wisconsin RtI Center

The Dig Deeper module reminds schools to verify the accuracy of screening results and explore system and student level root causes to more accurately match supports to what’s needed.

The Digging Deeper process…“is as important to teaching as a physical exam is to prescribing an appropriate medical regimen... Armed with this diagnostic information, a teacher gains greater insight into what to teach.”

-Jay McTighe and Ken O’Connor,

Seven Practices for Effective Learning

Plan of Action

Observation

Diagnostics

Data analysis

Problem

Problem

Solution

Digging Deeper

Why dig deeper?Screening has its limitations!

Verify results

Not foolproof!

Explore root

causes

Not diagnostic!

Verify results

Not foolproof!

= above benchmark

= at benchmark = below benchmark

= well below benchmark

Perfect Screening

= above benchmark

= at benchmark = below benchmark

= well below benchmark

Verify results

Not foolproof! Real-world Screening

Confirm with other data

Progress monitor

Strategies to Verify Screening ResultsVerify

results

Not foolproof!

at the System Level

Exploring Root Causes

Explore root causes

Not diagnostic

Exploring Root Causes at the System Level: Review Aggregated Data

Are 80-90% of our students reaching and exceeding benchmarks through our

universal supports alone in our school?

At each grade level?

In each classroom?

Create and test possible hypotheses, focusing on practices and factors over which the school has control.

Are our African-American students under-represented in our population of students with advanced learning needs?

Exploring Root Causes at the System Level: Review Disaggregated Data

Are at least 80-90% percent of our students eligible for subsidized lunch performing at or

above benchmark with universal support alone? Are our boys over-

represented in needing additional reading

support?

Create and test possible hypotheses, focusing on practices and factors over which the school has control.

at the StudentLevelExplore

root causes

Not diagnostic

Exploring Root Causes

Exploring Root Causes at the Student Level

Create and test possible hypotheses, focusing on practices and factors over which the school has control

curriculum

instructional strategies

environment

minutes of instruction

intensity of instruction

type of instruct

ion

focus of instruction

access

Cultural relevance

Exploring Root Causes at the Student Level:

The Floor and Ceiling of Screeners

Exploring Root Causes at the Student Level: Screeners are not Diagnostic Yes, but

what type of support

do they need?

Digging Deeper Strategies for Students Below Benchmark

Review Interview

Observe Test

State Mandates and Digging Deeper for Students Below Benchmark

• Wisconsin state statute requires a diagnostic process for students struggling with reading in grades kindergarten through fourth grade. (See PI 8, statute 121: K-4 reading, Standard C).

• Schools at all levels should also consider the role of digging deeper in the application of Wisconsin’s Specific Learning Disability Rule for identifying the area of student need

Digging Deeper Strategies for Students Above Benchmark

Review Interview

Observe Test

Closing Thoughts

Use digging deeper processes for some

not allstudents

Closing Thoughts

Digging deeper

Better matching of needs to

supports

Better outcomes for

students

Hosp, J. (2006). Assessment practices and Response to Intervention. NASP Communiqué, 34(7). Available http://www.nasponline.org/publications/cq/cq347rti.aspx

References