The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Select Interventions and Additional Challenges About this Key Feature

School-wide Process for Responding to Student Needs CULTURAL COMPETENCE COLLABORATION Multiple times throughout each school year… Screen students and organize data Review data and set goals Dig Deeper Match Supports to Needs Monitor Progress and Adjust Accordingly WHILE DEMONSTRATING ACCOMPLISH THROUGH Outcomes Screening measures Progress monitoring measures Decision rules and protocols Interventions and Additional Challenges Before collecting data, first establish… Then, at the start of each school year... Plan Logistics At least annually… Evaluate and Refine the Process

Our vision: All Wisconsin students will learn and be successful in life.. Our mission: To build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students.. Wisconsin RtI Center

The Select Interventions and Additional Challenges module shows how schools with a coordinated continuum of supports can proactively leverage their strengths, strategies, and resources for the benefit of students. Included in this module is a guided process for developing a continuum of supports while considering state mandates, existing staff and resources, and prioritized student needs.

“ A criterion for schools that have made great strides in achievement and equity is immediate and decisive intervention…Successful schools do not give a second thought to providing preventative assistance for students in need.” -Doug Reeves, 2006

Begin with a strong, high quality foundational level. With each level of support, increase intensity.

A strong core is necessary, but not sufficient

Multi-Level System of Support

From Fragmented Services…

Universal Level SWD Advanced Learners Title l ELL Fragmented Services Can Lead to: gaps, pockets of isolated practices, inefficiencies in supports, untapped strengths and resources Amount of Resources Needed to Support Students Intensity of Need

Bridging the Gap General + Intensive Resources General Resources Intensity of Need Amount of Resources Needed to Support Students General + Supplemental Resources ……to a Coordinated System of Support

Collaborative Teams: Developing a Coordinated Continuum of Supports In addition to Instead of In addition to Instead of What will be needed to support student needs along this continuum?

An outline to help schools/districts begin this process….. Identify areas of need Identify existing supports Align supports and needs Analyze your continuum of supports Identify personnel and procedures for accessing, delivering, and monitoring support “Finalize” your prioritized and organized continuum of supports

Step 1: Identify areas of need First, specify areas of support mandated by the state Areas of Learning Disabilities 1. Oral Expression 2. Listening Comprehension 3. Written Expression 4. Reading Fluency 5. Basic Reading Skills 6. Reading Comprehension 7. Mathematics Calculation 8. Mathematics Problem Solving Remedial Reading Wisconsin State Statute (Standard C) Wis. Stats., Ch Wis. Stats., Ch Each school board shall: (c) Provide remedial reading services for a pupil in grades kindergarten to 4 if any of the following occurs. Section (1)(c) 1 and 2 of the statutes are created to read: (1)(c) 1. The pupil fails to meet the reading objectives specified in the reading curriculum plan developed by the school board under par. (k). 2. The pupil fails to score above the state minimum performance standard on the reading test under par. (r) and: a. A teacher in the school district and the pupil's parent or guardian agree that the pupil's test performance accurately reflects the pupil's reading ability; or b. A teacher in the school district determines, based on other objective evidence of the pupil's reading comprehension, that the pupil's test performance accurately reflects the pupil's reading ability. c. Section 3. Effective date. This act took effect on July 1, 1991.

Then, identify other common prevalent student needs beyond the reach of the universal level of support Step 1: Identify areas of need Students Below the Benchmark~ Prioritized Student Needs Based on Data Students Exceeding the Benchmark~ Prioritized Student Needs Based on Data Students Needing Behavioral Supports~ Prioritized Student Needs Based on Data

Step 2: Identify existing supports School Menu of Supports Matched to Areas of Instructional Need Reading Interventions Reading Additional Challenges Math Intervention Math Additional Challenges Behavioral Interventions Community Supports Phonological Awareness Phonics Fluency Vocabulary Reading Comprehension Example

Step 3: Align supports and needs State/ Local Mandates Chart Student Area of Needs Chart Step 1 Step 2 Match Mandates and Needs to Available Supports School Menu of Supports

Step 4: Analyze your continuum of supports Analyze for adherence to mandates Intensive Interventions Meeting “Gold Standard Criteria”

Step 4: Analyze your continuum of supports Analyze your continuum of supports for gaps, redundancies, and misalignments 1 Fill gaps 2 Eliminate redundancies 3 Weed out misaligned supports

Step 4: Analyze your continuum of supports Analyze your continuum of supports for effectiveness, feasibility, and support 1 Review the effectiveness of the supports 2 Consider the feasibility of sustaining supports that address the same underlying need 3 Consider the degree of staff backing of supports

Step 5: Identify personnel and procedures for accessing, delivering, and monitoring support See the PLANNING LOGISTICS module for guidance with this step.

Step 6: “Finalize” your prioritized and organized continuum of supports *Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics More than a year behind, gaps and misconceptions from many years Gaps and misconceptions disrupt participation Struggles with some assignments Keeps upThrivesExcels Years ahead Prioritized and organized continuum of supports Intensive Interventions Selected Interventions Tier 2 Behavioral Interventions Community Supports Tier 3 Behavioral Intervention Selected Additional Challenges Intensive Additional Challenges In addition toInstead of

The Benefits of an Articulated, Shared Continuum of Supports Collaborative teams are able to match students to supports sooner Schools are better positioned to provide targeted professional development to support staff delivering interventions and additional challenges Schools can more readily and efficiently create student and staff schedules

Creating the Infrastructure for Supports For guidance in this area, see the ESTABLISH COLLABORATIVE STRUCTURES module