In Wisconsin, Response to Intervention (RtI) is defined as a process for achieving higher levels of academic and behavioral success for all students. Rigorous implementation of RtI includes a combination of high quality instructional practice, balanced assessment, and collaboration, all of which are infused with culturally responsive practices. Further, RtI systems use a multi-level system of support to identify and respond to student need. Implementation of a multi-level system of support includes meaningful family involvement, data-based decision making, and effective leadership. Comprehensive RtI implementation will contribute to increased instructional quality, equitable access to high quality and effective programming, and will assist with the identification and support of learners with varied abilities and needs. The Wisconsin RtI Roadmap illustrates how the three essential elements function within an enacted RtI system and how the system adjusts to meet the needs of students.
Principles for RtI in Wisconsin
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RtI is for ALL children and ALL educators.
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RtI must support and provide value to effective practices.
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Success for RtI lies within the classroom through collaboration.
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RtI applies to both academics and behavior.
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RtI supports and provides value to the use of multiple assessments to inform instructional practices.
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RtI is something you do and not necessarily something you buy.
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RtI emerges from and supports research and evidence based practice.
Within an RtI system, instructors follow student assessments with collaboration. Working together, they look at each student individually and as part of the class and grade to determine intervention need.
Intervention may occur at the classroom and grade level if it is determined that the curriculum itself is responsible for unexpected performance. Interventions may also be administered on an individual student level if instructors feel a student is below or above assessment benchmarks based on current and past test scores.
Students may experience one of the following, depending on their assessment:
Below benchmarks- If a student has scored below benchmarks in relation to peers and expectations, an intervention will be designed based on student needs, parent/guardian input and teacher recommendations. Additional or varied instruction may be used in order to help the student meet benchmarks. Periodic assessments will then be taken to assess student growth and further need for intervention.
Meeting benchmarks - If a student has met predetermined benchmarks, he or she will continue to experience quality instruction in the classroom and differentiation based on learning style and past academic performance. Participation in regularly scheduled screening processes and assessment continues at regular intervals.
Above benchmarks - If a student has surpassed benchmarks, an academic challenge is designed based on student needs, parent/guardian input and teacher recommendations. This may include additional or varied instruction to further challenge the student to move to the next level. Assessments continue at regular intervals to assess student growth and the need for further challenges.
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