dpi.wi/rti

1. www.dpi.wi.gov/rti

2. Topics to be Covered • Wisconsin’s vision for RtI • Essential elements • High Quality Instructional practice • Balanced Assessment • Collaboration • Culturally responsive practices • Multi-level system of support • State and regional resources

3. Wisconsin’s 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

4. Wisconsin’s Vision for RtI

5. Wisconsin’s 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

6. 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

7. High Quality Instruction • Curriculum, instruction, assessment • Engaging • Standards-based and research-based • Differentiated • Culturally Responsive • For academics and behavior

8. High Quality Instruction

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

12. 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.

13. 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

14. Multi-Level System of Support • Systematic • Data-based decision-making • Effective leadership • Meaningful family involvement

15. WI RtI Roadmap for Academic and Behavioral Success

16. Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

17. 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

18. 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

19. 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.

20. 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

21. For questions DPI RtI Co-Chairs Emilie Amundson emilie.amundson@dpi.wi.gov English Language Arts Consultant Julia Hartwig julia.hartwig@dpi.wi.gov School Improvement Consultant