Wisconsin

1. 1 Developed with assistance from The National RtI Center, American Institutes for Research (AIR), state educational stakeholders Released November 15, 2010 Purpose: To assist Wisconsin education leaders with planning for Response to Intervention (RtI), DPI, in partnership with Wisconsin education stakeholders, has developed this informational brief. This brief is intended to provide guidance for implementation of RtI and should not be read as administrative rule. The information presented in this brief reflects research, evidence-based practice, and high quality pedagogy. For more information on RtI, see www.dpi.wi.gov/rti/index.html. Will be used by the WI RtI Center and WI PBIS Network as a foundation for content and professional developmentDeveloped with assistance from The National RtI Center, American Institutes for Research (AIR), state educational stakeholders Released November 15, 2010 Purpose: To assist Wisconsin education leaders with planning for Response to Intervention (RtI), DPI, in partnership with Wisconsin education stakeholders, has developed this informational brief. This brief is intended to provide guidance for implementation of RtI and should not be read as administrative rule. The information presented in this brief reflects research, evidence-based practice, and high quality pedagogy. For more information on RtI, see www.dpi.wi.gov/rti/index.html. Will be used by the WI RtI Center and WI PBIS Network as a foundation for content and professional development

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 2

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 3 Read the Slide. Wisconsin�s Vision for RtI centers on student learning and student success. There are a few pieces of the definition that it is important to emphasize. In Wisconsin, it is important to recognize that RtI is a PROCESS, meaning� it does not happen overnight or at an in-service day. Research shows that systems change processes can take years to fully implement. Additionally, this definition emphasizes that RtI can be used for both academics and behavior. Finally, this definition makes clear the philosophy that RtI is a system intended to support all students� from those students needing additional intervention, to those needing additional challenge. Throughout the rest of this presentation, we will elaborate on each of the three essential elements of HQI, Balanced Assessment as well as Collaboration. Read the Slide. Wisconsin�s Vision for RtI centers on student learning and student success. There are a few pieces of the definition that it is important to emphasize. In Wisconsin, it is important to recognize that RtI is a PROCESS, meaning� it does not happen overnight or at an in-service day. Research shows that systems change processes can take years to fully implement. Additionally, this definition emphasizes that RtI can be used for both academics and behavior. Finally, this definition makes clear the philosophy that RtI is a system intended to support all students� from those students needing additional intervention, to those needing additional challenge. Throughout the rest of this presentation, we will elaborate on each of the three essential elements of HQI, Balanced Assessment as well as Collaboration.

4. Wisconsin�s Vision for RtI 4 In Wisconsin�s vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin�s vision for RtI. In other words, there is a systematic approach to collaborating around data and decision-making where decisions about instructional curriculum and practices are made and continually examined.In Wisconsin�s vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin�s vision for RtI. In other words, there is a systematic approach to collaborating around data and decision-making where decisions about instructional curriculum and practices are made and continually examined.

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 5 What are the crucial aspects of Wisconsin�s vision for RtI? This graphic provides a systems level view of RtI, the triangle that many schools and districts use to depict school level views lives within. Important to note that the golden ring ensures that the intensity increases based on the intensity of student need. This is a flexible and fluid model where student progress is continually monitored and supports are subsequently adjusted. Additionally, this is a strength-based model, designed to provide supports for ALL students, including those who are meeting, not meeting, or exceeding benchmarks.What are the crucial aspects of Wisconsin�s vision for RtI? This graphic provides a systems level view of RtI, the triangle that many schools and districts use to depict school level views lives within. Important to note that the golden ring ensures that the intensity increases based on the intensity of student need. This is a flexible and fluid model where student progress is continually monitored and supports are subsequently adjusted. Additionally, this is a strength-based model, designed to provide supports for ALL students, including those who are meeting, not meeting, or exceeding benchmarks.

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 6 Wisconsin is unique in it�s consideration of CRP as an embedded aspect of RtI. It is important to consider the diverse racial, linguistic and cultural variations in your school/district and community. Culture is a word that can be defined broadly to include discussions of poverty, sexual orientation, or other unique considerations of your school/district. Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world. In the graphic, CRP intentionally touches each of the three essential elements because these practices are embedded within each element. They are in your curriculum and instructional practices, but also in your collaborative structures (for example, does your RtI planning committee racially represent your student population?) and your balanced assessment system (for example, are you asking questions like: Were our assessments normed on a population that represents our students, therefore making it valid for our particular students? What does our data tell us when we disaggregate by race? Who are our current instructional practices effective for, and who aren�t they? Do we adjust our instructional practices and procedures based on these results?) Wisconsin is unique in it�s consideration of CRP as an embedded aspect of RtI. It is important to consider the diverse racial, linguistic and cultural variations in your school/district and community. Culture is a word that can be defined broadly to include discussions of poverty, sexual orientation, or other unique considerations of your school/district. Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world. In the graphic, CRP intentionally touches each of the three essential elements because these practices are embedded within each element. They are in your curriculum and instructional practices, but also in your collaborative structures (for example, does your RtI planning committee racially represent your student population?) and your balanced assessment system (for example, are you asking questions like: Were our assessments normed on a population that represents our students, therefore making it valid for our particular students? What does our data tell us when we disaggregate by race? Who are our current instructional practices effective for, and who aren�t they? Do we adjust our instructional practices and procedures based on these results?)

7. High Quality Instruction Curriculum, instruction, assessment Engaging Standards-based and research-based Differentiated Culturally Responsive For academics and behavior 7 When we discuss high quality instruction, we include the curriculum, instruction and assessment that work in tandem to ensure high quality practices are in place. It is important to begin with an examination of the core � meaning, to examine core curriculum and practices to ensure the large majority of students are able to be successful in the general classroom with differentiation . Once this system is in place and functioning, schools and districts can identify or create interventions or additional challenges that are aligned with the core curriculum for students who need them. Interventions should not replace core curriculum but operate as part of a system of HQI. HQI is always standards based, research or evidence based, and should be culturally responsive, meaning that the unique community in your school/district has been considered when developing and choosing instructional materials, strategies and assessments. When we discuss high quality instruction, we include the curriculum, instruction and assessment that work in tandem to ensure high quality practices are in place. It is important to begin with an examination of the core � meaning, to examine core curriculum and practices to ensure the large majority of students are able to be successful in the general classroom with differentiation . Once this system is in place and functioning, schools and districts can identify or create interventions or additional challenges that are aligned with the core curriculum for students who need them. Interventions should not replace core curriculum but operate as part of a system of HQI. HQI is always standards based, research or evidence based, and should be culturally responsive, meaning that the unique community in your school/district has been considered when developing and choosing instructional materials, strategies and assessments.

8. High Quality Instruction 8 In Wisconsin, in the areas of ELA and mathematics, conversations about HQI begin with the newly adopted Common Core Standards for ELA and mathematics. In other areas, we look to the Wisconsin Model Academic Standards. HQI is also important when implementing RtI for behavior. Teaching desired behaviors to all students is one way to ensure that HQ behavioral instruction is present. The Wisconsin Positive Behavior Interventions and Supports Network ( or PBIS Network) helps schools and districts across the state to establish solid core behavior practices. In Wisconsin, in the areas of ELA and mathematics, conversations about HQI begin with the newly adopted Common Core Standards for ELA and mathematics. In other areas, we look to the Wisconsin Model Academic Standards. HQI is also important when implementing RtI for behavior. Teaching desired behaviors to all students is one way to ensure that HQ behavioral instruction is present. The Wisconsin Positive Behavior Interventions and Supports Network ( or PBIS Network) helps schools and districts across the state to establish solid core behavior practices.

9. Balanced Assessment Balanced, systematic process of constant inquiry Multiple measures Assessment processes include: Screening Progress monitoring 9 Continuous review of student progress within a RtI system involves a balanced, systematic process of constant inquiry that uses multiple measures to determine the current skill level of a student or group of students, how students are responding to core curriculum and instruction, and how students are responding to interventions or additional challenges. Balanced assessment systems contain multiple types of assessments, including formative, summative and benchmark assessments No single test score should determine a student�s experience at any phase of a RtI system. Rather, multiple types of data should be gathered, and their evidence should be considered. Educator and family input should also be sought in making decisions about the kinds of data collected (e.g. teacher observation, family interview, benchmark assessment scores, student self assessment) and should be considered as part of understanding the whole picture of a student�s performance. Continuous review of student progress within a RtI system involves a balanced, systematic process of constant inquiry that uses multiple measures to determine the current skill level of a student or group of students, how students are responding to core curriculum and instruction, and how students are responding to interventions or additional challenges. Balanced assessment systems contain multiple types of assessments, including formative, summative and benchmark assessments No single test score should determine a student�s experience at any phase of a RtI system. Rather, multiple types of data should be gathered, and their evidence should be considered. Educator and family input should also be sought in making decisions about the kinds of data collected (e.g. teacher observation, family interview, benchmark assessment scores, student self assessment) and should be considered as part of understanding the whole picture of a student�s performance.

10. 10 Again, data from a variety of assessment types should be used to make decisions. This chart shows a continuum of assessment types, including formative, benchmark, and summative assessments, and outlines some details for each. Balance is achieved not from having equal amounts of each type of assessment, but from examining a variety of data from multiple sources to paint an accurate picture of a student so that the most effective supports can then be provided.Again, data from a variety of assessment types should be used to make decisions. This chart shows a continuum of assessment types, including formative, benchmark, and summative assessments, and outlines some details for each. Balance is achieved not from having equal amounts of each type of assessment, but from examining a variety of data from multiple sources to paint an accurate picture of a student so that the most effective supports can then be provided.

11. 11 While it is important to understand the different types of assessments available to educators, it is critical to examine the purpose of each assessment. Here we shift to the important question of how we will use data. It is important to first establish what your data NEED is, then administer assessments and collect other data to satisfy this need. Some questions to ask prior to assessing are: What is the purpose? Why give this assessment? What will it tell me? What will it tell the student? How will we decide how to adjust instruction based on the data? Although assessments have a primary purpose, this chart helps to illustrate that we may identify multiple purposes for the data we gather in a balanced assessment system. Data can be collected from a variety of sources to plan for learning, to support learning, to monitor learning or to verify learning. Identifying a purpose for each assessment you select will help to identify gaps and overlaps in data, will help you to avoid over testing students, will help you to gain a balanced and complete picture of each student�s progress, and may help with conversations about processes for making instructional decisions based on the data. This a downloadable version of this chart, and more details on using data to make decisions can be found on the DPI website.While it is important to understand the different types of assessments available to educators, it is critical to examine the purpose of each assessment. Here we shift to the important question of how we will use data. It is important to first establish what your data NEED is, then administer assessments and collect other data to satisfy this need. Some questions to ask prior to assessing are: What is the purpose? Why give this assessment? What will it tell me? What will it tell the student? How will we decide how to adjust instruction based on the data? Although assessments have a primary purpose, this chart helps to illustrate that we may identify multiple purposes for the data we gather in a balanced assessment system. Data can be collected from a variety of sources to plan for learning, to support learning, to monitor learning or to verify learning. Identifying a purpose for each assessment you select will help to identify gaps and overlaps in data, will help you to avoid over testing students, will help you to gain a balanced and complete picture of each student�s progress, and may help with conversations about processes for making instructional decisions based on the data. This a downloadable version of this chart, and more details on using data to make decisions can be found on the DPI website.

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. 12 Screening and progress monitoring are two assessment processes that have special relevance to an RtI system. It is important to view these as processes, as we know that no one assessment can tell us everything we need to know about a student or group of students. A universal screening process helps us to determine how effective our universal curriculum and instructional practices are, and which students may need interventions or additional challenges. For example, a whole grade screening tool may be administered 3 times per year to ensure that students continue to read at proficient or advanced levels. This data provides general information about which students are meeting, exceeding, or not meeting expectations. However, this data often does not give a complete or nuanced picture of a child�s learning. Other types of assessment, such as classroom observations, teacher or parent interview, performance based assessments, and more may help to complete the process of universal screening so the most appropriate and effective supports can be provided. A progress monitoring process helps us assess how well students are learning and provides more immediate and often more specific feedback on how well a student or group of students is learning a particular skill or set of skills. Some progress monitoring tools deliver immediate and often discreet feedback to educators so that instruction can be more responsive to individual student needs. Progress monitoring data often tell us how well a student is learning, and, if the student is accessing an intervention, PM tools can also tell us whether that particular intervention is working. Again, multiple measures help to complete a picture of a child, and doing so ensures that universal screening and progress monitoring are conducted in a way that is effective and culturally responsive. All assessment tools should be examined for the research that supports their effectiveness with all students, and particularly, the students with whom you plan to use the tools. In this way, we ensure that assessment tools are culturally appropriate.Screening and progress monitoring are two assessment processes that have special relevance to an RtI system. It is important to view these as processes, as we know that no one assessment can tell us everything we need to know about a student or group of students. A universal screening process helps us to determine how effective our universal curriculum and instructional practices are, and which students may need interventions or additional challenges. For example, a whole grade screening tool may be administered 3 times per year to ensure that students continue to read at proficient or advanced levels. This data provides general information about which students are meeting, exceeding, or not meeting expectations. However, this data often does not give a complete or nuanced picture of a child�s learning. Other types of assessment, such as classroom observations, teacher or parent interview, performance based assessments, and more may help to complete the process of universal screening so the most appropriate and effective supports can be provided. A progress monitoring process helps us assess how well students are learning and provides more immediate and often more specific feedback on how well a student or group of students is learning a particular skill or set of skills. Some progress monitoring tools deliver immediate and often discreet feedback to educators so that instruction can be more responsive to individual student needs. Progress monitoring data often tell us how well a student is learning, and, if the student is accessing an intervention, PM tools can also tell us whether that particular intervention is working. Again, multiple measures help to complete a picture of a child, and doing so ensures that universal screening and progress monitoring are conducted in a way that is effective and culturally responsive. All assessment tools should be examined for the research that supports their effectiveness with all students, and particularly, the students with whom you plan to use the tools. In this way, we ensure that assessment tools are culturally appropriate.

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 13 Collaboration is the third essential element of a RtI system and in some ways, the most important for ensuring the ongoing sustainability of a RtI system. One person cannot do RtI alone. This system requires people from across all areas of a school community to collaborate and communicate to build the best fitting system given the unique strengths and challenges of each school community. Collaborating in the building of a RtI system will help to identify places to start, and successful initiatives to build on. Once a RtI system is up and running, flexible and fluid groups should be established to sustain leadership efforts, examine student and grade level data to make instructional decisions, and discuss individual and small group interventions for particular students and student groups. Families and community partners are vital to the success of ongoing collaborative efforts, both in building appropriate systems (systems-level) and at the individual child level when increased supports are necessary. This is a great way to gather important perspectives and ensure culturally responsive systems.Collaboration is the third essential element of a RtI system and in some ways, the most important for ensuring the ongoing sustainability of a RtI system. One person cannot do RtI alone. This system requires people from across all areas of a school community to collaborate and communicate to build the best fitting system given the unique strengths and challenges of each school community. Collaborating in the building of a RtI system will help to identify places to start, and successful initiatives to build on. Once a RtI system is up and running, flexible and fluid groups should be established to sustain leadership efforts, examine student and grade level data to make instructional decisions, and discuss individual and small group interventions for particular students and student groups. Families and community partners are vital to the success of ongoing collaborative efforts, both in building appropriate systems (systems-level) and at the individual child level when increased supports are necessary. This is a great way to gather important perspectives and ensure culturally responsive systems.

14. Multi-Level System of Support Systematic Data-based decision-making Effective leadership Meaningful family involvement 14 Historically, school reform efforts often emphasized collaboration, high quality instruction, and balanced assessment and there is the danger in seeing RtI as �nothing new.� This multi-level system of support is a key feature because RtI provides a systematic approach that integrates these three essential elements within a multi-level system of support to maximize student achievement. A multi-level system of support is the practice of systematically providing differing levels of intensity of supports (interventions/additional challenges, collaborative structures, monitoring of student progress) based upon student responsiveness to instruction and intervention. Within a RtI system schools: use data to identify students at risk for poor learning outcomes or in need of in-creased challenge, monitor student progress, intervene based on student need, and adjust the intensity and nature of interventions or challenges depending on a student�s responsiveness. Factors, such as effective leadership, meaningful family and community involvement, and data-based decision-making, enhance a multi-level system of support. Historically, school reform efforts often emphasized collaboration, high quality instruction, and balanced assessment and there is the danger in seeing RtI as �nothing new.� This multi-level system of support is a key feature because RtI provides a systematic approach that integrates these three essential elements within a multi-level system of support to maximize student achievement. A multi-level system of support is the practice of systematically providing differing levels of intensity of supports (interventions/additional challenges, collaborative structures, monitoring of student progress) based upon student responsiveness to instruction and intervention. Within a RtI system schools: use data to identify students at risk for poor learning outcomes or in need of in-creased challenge, monitor student progress, intervene based on student need, and adjust the intensity and nature of interventions or challenges depending on a student�s responsiveness. Factors, such as effective leadership, meaningful family and community involvement, and data-based decision-making, enhance a multi-level system of support.

15. 15 This Roadmap, developed in early 2010 by DPI helps to illustrate the multi-level system of support. It takes the systems level view represented by the circular graphic and shows how the essential elements operationalize a system at the school and student level. Beginning from the left hand side of the graphic, all students receive high quality differentiated culturally responsive core academic and behavioral instruction and assessment. A universal screening process helps to identify students who do not meet benchmarks, students who do meet benchmarks or students who exceed benchmarks in a particular area. The grid illustrates how schools can adjust the three essential elements in each of these scenarios, to best meet the needs of all students. The roadmap, along with an accompanying narrative, is downloadable on the DPI�s RtI website.This Roadmap, developed in early 2010 by DPI helps to illustrate the multi-level system of support. It takes the systems level view represented by the circular graphic and shows how the essential elements operationalize a system at the school and student level. Beginning from the left hand side of the graphic, all students receive high quality differentiated culturally responsive core academic and behavioral instruction and assessment. A universal screening process helps to identify students who do not meet benchmarks, students who do meet benchmarks or students who exceed benchmarks in a particular area. The grid illustrates how schools can adjust the three essential elements in each of these scenarios, to best meet the needs of all students. The roadmap, along with an accompanying narrative, is downloadable on the DPI�s RtI website.

16. 16 Many are familiar with the triangular representation of RtI, where the bottom, widest part represents universal/core practices, and the tip represents the most intensive supports. To take it one step further, this slide illustrates a student level view of a multi-level system of support. Here, the triangle represents the increasing intensity of supports available in a flexible and fluid RTI system. This same multi-level concept is illustrated by the golden ring in the state graphic. This slide helps to illustrate a student-level view for how a RTI system can function to flexibly support each student and their individual needs. Here, this student is currently experiencing success in the core curriculum in social studies, social skills and basketball. This same student may need additional support in reading, Spanish and may access even more intensive support in science and math. This depiction illustrates that in a RtI system, we label behaviors� not people! Students receive flexible and fluid supports based on their needs and the system responds. Many districts and schools may find that a student level view of RtI like the triangle graphic will help to explain how a RTI system works and to plan for providing systematic supports, though many local models have been developed statewide. Many are familiar with the triangular representation of RtI, where the bottom, widest part represents universal/core practices, and the tip represents the most intensive supports. To take it one step further, this slide illustrates a student level view of a multi-level system of support. Here, the triangle represents the increasing intensity of supports available in a flexible and fluid RTI system. This same multi-level concept is illustrated by the golden ring in the state graphic. This slide helps to illustrate a student-level view for how a RTI system can function to flexibly support each student and their individual needs. Here, this student is currently experiencing success in the core curriculum in social studies, social skills and basketball. This same student may need additional support in reading, Spanish and may access even more intensive support in science and math. This depiction illustrates that in a RtI system, we label behaviors� not people! Students receive flexible and fluid supports based on their needs and the system responds. Many districts and schools may find that a student level view of RtI like the triangle graphic will help to explain how a RTI system works and to plan for providing systematic supports, though many local models have been developed statewide.

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 17 While the state Guiding Document outlines critical components of any high quality RtI system, there are many decisions to be made at the local level when considering your own resources, strengths, staffing, student and community demographics, and collaborative structures. Decisions like �How many levels make sense in the multi-level system?� or �How can we adjust our schedule to best meet the needs of all students� will e answered differently from school to school. Other considerations around core curriculum, screening and progress monitoring tools and procedures, decision criteria, interventions and additional challenges, collaborative structures, and the use of tiers or levels are all important school and district level conversations and should be made in partnership with families and the community. While the state Guiding Document outlines critical components of any high quality RtI system, there are many decisions to be made at the local level when considering your own resources, strengths, staffing, student and community demographics, and collaborative structures. Decisions like �How many levels make sense in the multi-level system?� or �How can we adjust our schedule to best meet the needs of all students� will e answered differently from school to school. Other considerations around core curriculum, screening and progress monitoring tools and procedures, decision criteria, interventions and additional challenges, collaborative structures, and the use of tiers or levels are all important school and district level conversations and should be made in partnership with families and the community.

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 18 The Wisconsin RtI Guiding Document outlines the state vision for RtI for all students The SLD rule (passed December 1, 2010) outlines special considerations of using a RtI system for the identification of specific learning disabilities. Special considerations include the specificity of interventions and progress monitoring processes, the roles of team members, timelines, and other IDEA processes and procedures. Wisconsin schools have until December 1st 2013 to move to a process of response to intervention for SLD identification. For more information, click on the hyperlink above to access the rule, and additional guidance.The Wisconsin RtI Guiding Document outlines the state vision for RtI for all students The SLD rule (passed December 1, 2010) outlines special considerations of using a RtI system for the identification of specific learning disabilities. Special considerations include the specificity of interventions and progress monitoring processes, the roles of team members, timelines, and other IDEA processes and procedures. Wisconsin schools have until December 1st 2013 to move to a process of response to intervention for SLD identification. For more information, click on the hyperlink above to access the rule, and additional guidance.

19. 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. Principles for the successful implementation of RtIin Wisconsin: 19 Here are seven guiding principles to keep in mind when developing your local RtI system. These principles have been a part of Wisconsin�s Vision for RtI since 2007 and were collaboratively drafted by multiple education stakeholder groups. A few to point out: RtI is for ALL children and ALL educators. (systems change; won�t work in isolation) RtI applies to both academics and behavior. RtI is something you do and not necessarily something you buy. (Systems change that requires the commitment of all stakeholders over multiple years to implement well). Here are seven guiding principles to keep in mind when developing your local RtI system. These principles have been a part of Wisconsin�s Vision for RtI since 2007 and were collaboratively drafted by multiple education stakeholder groups. A few to point out: RtI is for ALL children and ALL educators. (systems change; won�t work in isolation) RtI applies to both academics and behavior. RtI is something you do and not necessarily something you buy. (Systems change that requires the commitment of all stakeholders over multiple years to implement well).

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 20 There are a number of local resources to assist schools and districts in implementing RtI for academics and behavior. DPI has developed a number of resources including a self-assessment tool that measures progress toward a fully enacted RtI system. This tool provides probing questions for teams to think about where they are in their RtI implementation and where they want to go. It is a great tool for including families in systems-level planning. Other tools such as the Guiding Document and the RtI Roadmap are on this site and downloadable as well. The Wisconsin RtI Center (www.wisconsinrticenter.org) is a collaborative project between DPI and the twelve CESAs to provide high quality RtI professional development and technical assistance regionally throughout Wisconsin. The Wisconsin Positive Behavioral Interventions and Supports (PBIS) (www.wisconsinpbisnetwork.com) Network operates within the RtI Center. For more information on professional development and technical assistance for academic and behavioral RtI, visit these websites. There are a number of local resources to assist schools and districts in implementing RtI for academics and behavior. DPI has developed a number of resources including a self-assessment tool that measures progress toward a fully enacted RtI system. This tool provides probing questions for teams to think about where they are in their RtI implementation and where they want to go. It is a great tool for including families in systems-level planning. Other tools such as the Guiding Document and the RtI Roadmap are on this site and downloadable as well. The Wisconsin RtI Center (www.wisconsinrticenter.org) is a collaborative project between DPI and the twelve CESAs to provide high quality RtI professional development and technical assistance regionally throughout Wisconsin. The Wisconsin Positive Behavioral Interventions and Supports (PBIS) (www.wisconsinpbisnetwork.com) Network operates within the RtI Center. For more information on professional development and technical assistance for academic and behavioral RtI, visit these websites.

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 21 For any further questions related to this power point, email Emilie Amundson or Julia Hartwig, the DPI RtI co-chairs.For any further questions related to this power point, email Emilie Amundson or Julia Hartwig, the DPI RtI co-chairs.