1. 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 2

3. Wisconsin’s Vision for RtI RtI is a process for achieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice Balanced Assessment (multiple measures) Collaboration 3

4. Wisconsin’s Vision for RtI 4

5. Intensity of all elements increases with student response to instruction Flexible and fluid Systems change view Strengths-based Emphasizes academics and behavior 5

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

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

8. High Quality Instruction 8

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

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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

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

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

15. WI RtI Roadmap for Academic and Behavioral Success 15

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

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

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.h tml) describes using a RtI system for the identification of specific learning disabilitiesSLD rule (http://dpi.wi.gov/sped/ld.h tml) Special considerations apply when using RtI for SLD determination 18

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 RtI in Wisconsin: 19

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.or g www.wisconsinpbisnetwork.or g Justyn Poulos Nicole Beier 20

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