1 . topics to be covered wisconsin’s vision for rti essential elements high quality instructional...

1 www.dpi.wi.gov/rti

Topics to be Covered

Wisconsin’s vision for RtIEssential elements

High Quality Instructional practiceBalanced Assessment CollaborationCulturally responsive practicesMulti-level system of support

State and regional resources

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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

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Wisconsin’s Vision for RtI

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Wisconsin’s Vision for RtIIntensity of all elements

increases with student response to instruction

Flexible and fluidSystems change viewStrengths-basedEmphasizes academics

and behavior

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Culturally Responsive PracticesRace, 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

EngagingStandards-based and

research-basedDifferentiatedCulturally ResponsiveFor academics and

behavior

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High Quality Instruction

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Balanced Assessment

Balanced, systematic process of constant inquiry

Multiple measuresAssessment 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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CollaborationEducators, 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

SystematicData-based decision-

makingEffective leadershipMeaningful family

involvement

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WI RtI Roadmap for Academic and Behavioral Success

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Continuum of Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people 16

Some local decisions…Number of levels in the

multi-level systemCore curriculum and

instructional practicesScreening and progress

monitoring processesDecision 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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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 RtIPrinciples for the successful implementation of RtIin Wisconsin:in Wisconsin:

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For more informationDPI

http://dpi.wi.gov/rti/

The Wisconsin RtI Centerwww.wisconsinrticenter.org

Kathy Ryder Heidi Thuli

The Wisconsin PBIS Networkwww.wisconsinpbisnetwork.org

Justyn Poulos Nicole Beier

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For questionsDPI RtI Co-Chairs

Emilie Amundsonemilie.amundson@dpi.wi.gov English Language ArtsConsultant

Julia Hartwigjulia.hartwig@dpi.wi.gov School ImprovementConsultant

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