Dig Deeper About this Key Feature

School-wide Process for Responding to Student Needs CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year… Screen students and organize data Review data and set goals Dig Deeper Match Supports to Needs Monitor Progress and Adjust Accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH 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 ObservationDiagnostics Data analysis 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 dataProgress monitor Strategies to Verify Screening Results Verify 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 Student Level Explore 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 instruction 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 R eview I nterview O bserve T est

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 R eview I nterview O bserve T est

Closing Thoughts Use digging deeper processes for some not all students Use digging deeper processes for some not all students

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 References