Wisconsin

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www.dpi.wi.gov/rti
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Topics to be Covered

• Wisconsins vision for RtI
• Essential elements
• High Quality Instructional practice
• Balanced Assessment
• Collaboration
• Culturally responsive practices
• Multi-level system of support
• State and regional resources

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Wisconsins Vision for RtI

• RtI is a process forachieving higher levels of
  academic and behavioral success for all students
  through
• High Quality Instructional Practice
• Balanced Assessment (multiple measures)
• Collaboration

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Wisconsins Vision for RtI
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Wisconsins Vision for RtI

• Intensity of all elements increases with student
  response to instruction
• Flexible and fluid
• Systems change view
• Strengths-based
• Emphasizes academics and behavior

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Culturally Responsive Practices

• Race, language and culture are significant to the
  way RtI works
• CRPs are infused in all elements of RtI
• CRPs account for AND adapt to the broad diversity
  of a school
• CRPs prepare all students for a multicultural
  world

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High Quality Instruction

• Curriculum, instruction, assessment
• Engaging
• Standards-based and research-based
• Differentiated
• Culturally Responsive
• For academics and behavior

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High Quality Instruction
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Balanced Assessment

• Balanced, systematic process of constant inquiry
• Multiple measures
• Assessment processes include
• Screening
• Progress monitoring

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• Universal Screening

• Progress Monitoring

• A process through which data from multiple
  measures is accurately analyzed to determine
  whether each student is likely to meet, exceed,
  or not meet benchmarks and can be constructed for
  both academic and behavioral purposes

• A process used to assess students academic
  and behavioral performance, to measure student
  improvement or responsiveness to instruction, and
  to evaluate the effectiveness of instruction. The
  frequency of progress monitoring increases with
  the intensity of an intervention or additional
  challenge.

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Collaboration

• Educators, families, and community partners
  working together
• Flexible and fluid, formal and informal
• Protocols such as problem solving processes, or
  professional learning communities (PLCs) can
  systematize collaboration

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Multi-Level System of Support

• Systematic
• Data-based decision-making
• Effective leadership
• Meaningful family involvement

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WI RtI Roadmap for Academic and Behavioral Success
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Continuum of Support for ALL
Math
Science
Spanish
Reading
Soc skills
Soc Studies
Basketball
Label behaviornot people
Dec 7, 2007
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Some local decisions

• Number of levels in the multi-level system
• Core curriculum and instructional practices
• Screening and progress monitoring processes
• Decision criteria for determining levels of
  support
• Interventions and additional challenges
• Collaborative structures

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RtI and Specific Learning Disabilities (SLD)
Determination

• The Wisconsin RtI Guiding Document is for all
  students
• The SLD rule (http//dpi.wi.gov/sped/ld.html)
  describes using a RtI system for the
  identification of specific learning disabilities
• Special considerations apply when using RtI for
  SLD determination

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Principles for the successful implementation of
RtIin Wisconsin

• RtI is for ALL children and ALL educators.
• RtI must support and provide value to effective
  practices.
• Success for RtI lies within the classroom through
  collaboration.
• RtI applies to both academics and behavior.
• RtI supports and provides value to the use of
  multiple assessments to inform instructional
  practices.
• RtI is something you do and not necessarily
  something you buy.
• RtI emerges from and supports research and
  evidence based practice.

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For more information

• DPI
• http//dpi.wi.gov/rti/
• The Wisconsin RtI Center
• www.wisconsinrticenter.org
• Kathy Ryder
• Heidi Thuli
• The Wisconsin PBIS Network
• www.wisconsinpbisnetwork.org
• Justyn Poulos
• Nicole Beier

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For questions

• DPI RtI Co-Chairs

• Emilie Amundson
• emilie.amundson_at_dpi.wi.gov
• English Language Arts
• Consultant
• Julia Hartwig
• julia.hartwig_at_dpi.wi.gov
• School Improvement
• Consultant