Transcript WI RtI: Vision and Guidance

www.dpi.wi.gov/rti
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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
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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
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Wisconsin’s Vision for RtI
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Wisconsin’s Vision for RtI
 Intensity of all elements
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increases with student
response to instruction
Flexible and fluid
Systems change view
Strengths-based
Emphasizes academics
and behavior
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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
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High Quality Instruction
 Curriculum, instruction,
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assessment
Engaging
Standards-based and
research-based
Differentiated
Culturally Responsive
For academics and
behavior
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High Quality Instruction
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Balanced Assessment
 Balanced, systematic
process of constant
inquiry
 Multiple measures
 Assessment 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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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
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Multi-Level System of Support
 Systematic
 Data-based decision-
making
 Effective leadership
 Meaningful family
involvement
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WI RtI Roadmap for Academic and
Behavioral Success
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Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
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Some local decisions…
 Number of levels in the
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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
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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.h
tml) 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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Principles for the successful implementation of RtI
in 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.
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For more information
 DPI
 http://dpi.wi.gov/rti/
 The Wisconsin RtI Center
 www.wisconsinrticenter.org
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Kathy Ryder
Heidi Thuli
 The Wisconsin PBIS Network
 www.wisconsinpbisnetwork.org
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Justyn Poulos
Nicole Beier
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For questions
DPI RtI Co-Chairs
Emilie Amundson
[email protected]
English Language Arts
Consultant
Julia Hartwig
[email protected]
School Improvement
Consultant
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