Unpacking RtI and PBIS: What New Educators Need to Know Presented by Dr. Kimiko Ott University of Wisconsin – Stevens Point StWEA Meeting September, 18, 2013, 6:30 – 7:30 pm Science D101

What is RtI? “RtI” stands for Response to Intervention. RtI is a process for achieving higher levels of academic and behavioral success for all students through: – high quality instruction (beginning with differentiated core instruction) – continuous review of student progress (i.e., progress monitoring) and – Collaboration (problem-solving and data-based decision making) These 3 essential elements interact within a multi-level system of support to provide structures to increase success for all students. Culturally responsive practices are central to each of the 3 elements. Source:

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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. Source:

Key Questions for Schools implementing the RtI Framework What do we want students to know or do? What instructional strategies do we use? How do we know if they have learned it? How do we respond when they haven't learned it? What do we do for those who know it? adapted from source: Dufour, R., (2004). “Schools as Learning Communities.” Educational Leadership 61(8): pp

Why the emphasis on Culturally Responsive Practices? Nationally, race has been a predictor of success in schools for decades. Called “the achievement gap,” “the opportunity gap,” “the equity gap”―all phrases speak to the long-standing educational inequities in our system. Both national data and Wisconsin state data show that in nearly every measurable area―academic achievement, discipline, gifted and talented placement, and graduation rates―students of color have statistically significant lower rates of success as compared to their white peers. Wisconsin schools are increasingly diverse. Our curriculum, instruction and supports must reflect this diversity and be intentionally inclusive of the many cultures in our communities. To address these gaps in opportunity, Wisconsin has situated culturally responsive practices as central to a RtI system, a systems change model.

How do students with IEPs “fit into” an RtI system? IEP teams determine what services, supports, and placements are most appropriate to meet students’ needs. In making these decisions, the team must consider the least restrictive environment (LRE). Therefore, to the extent appropriate, students with IEPs should participate in any system of support available within the scope of general education, as any student would, with the addition of the accommodations outlined in their IEPs.

What is PBIS? PBIS is one national model for implementing RtI to address behavior. It is a positive, school-wide, systematic approach based on a proactive RtI model. Examples of student-led projects that showcase the purpose and impact of PBIS : &index=2 &index=2 &index=1 &index=1 overview&list=UUiq3KSK9UnwxVksx8xSXzLw overview&list=UUiq3KSK9UnwxVksx8xSXzLw

What are Cool Tools? Cool Tools are lesson plans used to teach the school's behavior expectations. They teach all the students what is expected of them and what that looks like. Throughout the school year, new lessons should be taught to all students. Selection, creation, and priority for which lessons are taught should be based on your school's data. Source:

Resources to Support RtI & PBIS Implementation Wisconsin RtI Roadmap Wisconsin RtI Center PBIS Culturally Responsive Education for All (CREATE) Balanced Assessment

Questions?