Post on 12-Jan-2016
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