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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
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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 [email protected] English Language ArtsConsultant
Julia [email protected] School ImprovementConsultant
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