1. We’re Stronger When We Pull Together
Lunch and Learn:
We’re Stronger When We Pull Together
School Presenters:
Julie Bauer, MS, Reading Specialist
Heather Drumm, EdS, NCSP, School Psychologist
Canterbury Elementary School, Greendale, WI
Hosted by:
Sara Summ, MS
Liz Gaebler, Phd, NCSP
Wisconsin RtI Center Regional Technical Assistance Coordinators
Welcome everyone. If you’d like to introduce yourself, please type your name and your school or district in the chat box. We’ll get started in a few minutes.
Good morning and thank you for joining us for our Lunch and Learn webinar today. My name is Liz Gaebler and Sara Summ and I are Regional Technical Assistance Coordinators at the Wisconsin RtI Center. We are so excited to have with us today two presenters from Canterbury Elementary School in Greendale, Wisconsin. Joining us are Heather Drumm, the School Psychologist, and Julie Bauer, the Reading Specialist at Canterbury who will share their story about collaboration to implement a Culturally Responsive Multi-Level System of Support in their school.

2. Agenda/Objectives For Our Webinar
Review the elements of a Culturally Responsive Multi-Level System of Support
Learn about one team’s journey as they worked on building collaborative relationships
Gain ideas on how to involve multiple staff perspectives in determining appropriate types and intensity of supports
Learn about resources from the Wisconsin RtI Center to help your team refine your collaborative structures
Before we get started, I’d like to go over our agenda and objectives for our webinar this morning. Sara and I are going to start our conversation off with a quick review of the basic elements of a Culturally Responsive Multi-Level System of Support. We start all of our webinars and trainings with this review to be sure that we are all grounded in common language and understanding of what we mean by a Culturally Responsive Multi-Level System of Support. Then we’ll move into the main part of our time together this morning, which is to learn from Heather and Julie about their team’s journey as they worked on building collaborative relationships in their building. During their discussion, we’ll learn how to involve multiple staff perspectives in determining the appropriate types and intensities of supports in their system. And finally, we’ll share a few resources from the Wisconsin RtI Center that can help you refine the collaborative structures in your school or district.

3. Parameters & Disclaimers
Products mentioned in this webinar are for illustrative purposes only, not recommendations
We want to note that any products mentioned in this webinar are for illustrative purposes only and not recommendations from the Wisconsin RtI Center. We are not in a position to endorse products, but specific examples may be shared to help you visualize what these processes might look like in your school or district.

4. Wisconsin RtI Center
Vision: All Wisconsin students will learn and be successful in life.
Our mission is 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.
We always like to start with sharing our vision and mission of the RtI Center because this is what guides our work across the state. Our vision is that (click) all Wisconsin students will learn and be successful in life. Our mission is (click) 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.

5. Acronyms in the Field RtI = Response to Intervention
PBIS = Positive Behavior Intervention Supports
CRP = Culturally Responsive Practices
MLSS/MTSS = Multi-level (tiered) System of Support
Before we delve into the specific content of our webinar today, let’s have an honest conversation about a few acronyms and terms that can sometimes be confusing and unfortunately sometimes very siloed; but in the best cases “integrated”!. Those are “RtI”, “PBIS”, “MLSS/MTSS”, and “CRP”. We realize there are many more acronyms in our field of work but it is important to take time to parcel out these related terms.
Today we will talk mostly about collaborative practices within a Multi-Level or Multi-Tiered System of Support, but before we begin, let’s connect all the dots on the screen so we can see where this webinar falls within the bigger system’s picture.

6. Putting It All Together In Wisconsin…
A system that is responsive and equitable to the students it serves
Culturally Responsive
Multi-level System of Support
In Wisconsin, a culturally responsive multi-level system of support (RtI) is the framework for systematic provision of equitable services and practices to all students based upon their responsiveness to effective instruction and intervention
At the RtI Center and PBIS Network, we support schools in putting all those potentially siloed and segregated efforts together –we integrate the core components of these frameworks called (click) RtI in reading and math and (click) Positive behavioral Interventions and Supports with (click) culturally responsive practices prioritized throughout, in an effort to reach the vision we call a (click) culturally responsive multi level system of support.
We define a culturally responsive multi-level system of support as (click) systematically providing equitable services, practices, and resources to all students based upon their responsiveness to effective instruction and intervention.
Systematically providing equitable services, practices, and resources to all students based upon their responsiveness to effective instruction and intervention.
RtI
(reading/math) CR
+ PBIS
(behavior)

7. Here’s how a culturally responsive multi-level system of support is specifically connected to the state’s vision:
Put Wisconsin’s Vision of College and Career Readiness into Action by Implementing a Culturally Responsive Multi-Level System of Support
KNOWLEDGE: Students receive equitable access to the academic content
SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills
HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership
Here’s how a culturally responsive multi-level system of support connects to our state’s vision for college and career readiness (click): It supports both academic and social emotional needs of students as they relate to (click) knowledge (or how students receive equitable access to academic content), (click) skills (our school and classroom-wide behavioral expectations promote the application of these skills), and (click) habits (the positive behavioral habits that lead to responsibility, perseverance, adaptability, and leadership).

8. Culturally responsive practices are embedded in each component
Wisconsin’s Vision for Culturally Responsive Multi-level System of Support
System Components of a
Structures for collaboration
Strategic use of data
High quality instruction for academics and behavior
Culturally responsive practices
Continuum of supports
Data-based continuous improvement
Evidence-based practices
Leadership
Positive culture
Family and community engagement
Strong universal level of support
Systemic implementation
Culturally responsive practices are embedded in each component
IN ALL CONTENT AREAS
Behavior, math, reading
Wisconsin uses this graphic to represent the systems view. The golden ring represents our Multi-level System of Support and it’s what makes a system an RtI system.
We refer to the first level of support as (click) the “Universal” level, or Tier 1. This represents the instruction, collaboration and assessment practices we have in place for all students.
We call the second level of support (click) “Selected”, or Tier 2. This represents the practices we have in place for some students who need additional support above and beyond the universal level. In our model, this means what we have in place for students who are not meeting the benchmarks we’ve established and who need additional support to close the gap. This level of support is also what we have in place to extend or challenge the learning of students who have already met our benchmarks.
The last level of support is what we call (click) “Intensive,” or Tier 3. This level of support is for those very few students in our system who need more individualized supports above and beyond the Universal level. These are the students who keep you up at night! They are either well above or well below benchmark and require the most expertise in instruction, collaboration and assessment.
You’ll notice that throughout each level of support, we have intensifying structures for collaboration, strategic use of data, and high quality instruction, with culturally responsive practices at the heart of our work.
(click for animation).
and these are the 8 key system level components or features of a school fully implementing a (click) responsive framework in any and each content area. We believe that the 8 components must be in place for all content areas within your system (click) (math, reading, and behavior) in order to be acting as a culturally responsive multi-level system of support.
Intensive/Tier 3
Selected/Tier 2
Universal/Tier 1

9. Response to Intervention
Is what?
An organizational framework that
guides implementation of a culturally responsive multi-level system of support
Does what?
Let’s clarify Wisconsin’s definition for RtI:
The first part of the definition tells what Wisconsin RtI is; that is,(click) it’s an organizational framework
It’s a set of guidelines, structures, elements, and principles for schools to use in designing their RtI systems to meet the needs of your students, your school, and your community It’s not a specific set of prescriptive answers for your school.
The second part of the definition indicates that this organizational framework is intended to (click) help your school create a multi-level system of support; in other words, create a school system that is equitable and responsive to the needs of the students it serves
The Goal is to create a system that has consistency in “what” we teach and how it is taught to ensure quality and equity.
The last part of the definition provides the purpose for an RtI system; that is to (click) make sure that all students in a school are given the support they need to achieve academic and behavioral success.
to achieve academic and behavioral success
for all
For what?

10. Think Continuum of Supports
In addition to
Instead of
More than a year behind, gaps and misconceptions from many years
Gaps and misconceptions disrupt participation
Struggles with some assignments
Keeps up
Thrives
Excels
Years ahead
Finally, when you think of your system, we want you to think of “one system with a continuum of supports” . It should be our intention that within our schools we set up a continuum of supports to match to student needs.
On one side, visualize the highest performing student in your school and the lowest performing student on the other. A Culturally Responsive Multi-Level System of Support is about leveraging your school’s resources and expertise to ensure that each of those kids - - and all of the students between - - grow and succeed.
And now Sara will share a few of the key principles for RtI in Wisconsin.
What will be needed to support each student along this continuum?
*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

11. Principles for RtI in Wisconsin:
The purpose of this slide should be used as a way to get people talking about equity and being culturally responsive
RtI is for ALL children and ALL educators.
Equity
Interactions
Access
Opportunity
Instruction
Materials
Assessment
ensure equity and opportunity
The following slides are key highlights from what you read in the GD (p. 8) and the Roadmap that we want to take time to cover together and help guide understanding and clarity as well as plug some holes in defining within those two documents.
These principles represent the key understandings that we want you have about RtI when you leave today.
Go through principles:
We want to make it clear that RtI is for All children and All educators: People often ask is W-RtI a general ed or special ed initiative? It is an ALL kid initiative. WI RtI Framework is not another way to label kids, but to meet them where they are at and move them forward. ALL kids means all genders, race, sexual identities, gifted, students with disabilities. . . ALL kids.
All Children asks us to ensure equitable access to educational opportunities by asking
- Do all students in each grade level have access to high quality instruction aligned to their grade level standards
- Do all students in each grade level have access to the same resources aligned to their grade level standards
- Are all students treated equitably when responding to educational and behavioral needs
All Educators asks us to reflect on and implement effective practice by asking
- Does our instructional style represent the needs of the learners in our classrooms
- Do we use authentic assessments based on taught material to determine student’s level of success
- Do we use heterogenous grouping to reduce segregation, stereotyping and to improve student self efficacy and opportunities
Adelman, H. S. & Taylor, L. (2011)

12. Principles for RtI in Wisconsin:
RtI must support and provide value to effective practices.
Success for RtI lies within the classroom through collaboration.
RtI is a framework that supports both academic and behavioral success.
RtI supports and provides value to the use of multiple assessments to inform instructional practices.
These principles represent the key understandings that we want you have about RtI when you leave today.
Read #2: We want you to honor what is already working in your system and continue to build on that success. It isn’t about starting completely over. You have some effective practices in place, identify them and keep them as part of your practice. In looking critically at effective practices, we must also recognize what isn’t working and be willing to let go of those practices. For example, research tells us that having kids memorize definitions of words is not effective practice for vocabulary development. Instead, kids need to hear/see the word used in context between 8-12 times before it’s in working vocabulary. We also know that creating graphic representations assist in learning new vocab. Do you know what practices are being used to teach? Later, we will provide you with a tool and process to facilitate those conversations.
Read #3: RtI is impossible without collaboration. It’s imperative that our school and district leadership create schedules that provide collaboration time. If it’s not a part of current system, put it on your To Do list. It’s a non-negotiable in successful RtI implementation.
Read #4: RtI is a multi-level system of support for both academics and behavior such as PBIS.
Read #5: If we are making decisions about kids, we need to look at multiple sources of data and assessments

13. Principles for RtI in Wisconsin
6. RtI is something you do and not necessarily something you buy.
Technical change
Providing solutions to problems for which you already know the answers
Adaptive Change
Addressing problems for which you don’t know the answers (paradigm shift)
6/16/14 I added the italicized text at the bottom (HE)
There is no RtI in a box!
Read #6:
There are 2 types of change technical and adaptive: Technical change putting in solutions to problems for which they know they answers. Could be as simple as purchasing a resource like a new textbook.
Adaptive change: addressing problems for which you don’t know the answers to. Ex. Using coaching as part of professional development.
WI vision for RtI requires adaptive change, in addition to technical change.
Optional: Mike Mattos: “…our current educational system is not designed for all students to learn.  It is designed to sort , select, and determine which students will be most successful.  All this, based upon the industrialized model.  To implement RtI, your school needs to make an adaptive change of embracing the vision of higher levels of learning for all students.  This is a pivotal change from the old vision of sorting and selecting to a new vision of learning for all.”
What are the essential components? What are the steps in the process? What will we use for interventions? What tools can we use?
How can RtI help our school reach more students? Be more responsive to the students we serve?
Helfetz and Lusky, 2002

14. Principles for RtI in Wisconsin:
7. RtI emerges from and supports research- and evidence-based practice.
Research Based
Programs, strategies, and assessments shown to be effective in rigorous, scientific studies
Evidence Based
Programs, strategies, and assessments shown to have had positive outcomes in many schools
Read #7:
There are 2 points we want to make about this principle. First, that there is a research base that supports the implementation of and RtI Framework to meet the needs of all students. There are also individual practices within an RtI framework that should be research and evidence-based like evidence-based interventions.
Refer to definitions in glossary:
Research-based: Programs, strategies and assessments show to be effective in rigorous, scientific studies.
Evidence-based: Programs, strategies and assessments shown to have had positive outcomes in many schools.
Not a list of RtI specific research and evidence based practices. Much of it is what we already know and use in our teaching. Ex: Marzano’s strategies that work (compare/contrast, cooperative grouping, summarizing, graphic organizers) or opportunities for whole, small group and independent reading instruction, etc.
DISCUSSION: Direct participant back to p. 8 of the GD and ask them to share the discussion they had regarding non-negotiable essential components they feel are essential for their district.

15. Effective Collaborative Structures
Require a Balance of…
Systemic thinking
Systematic actions
Collaboration is a systematic process of collective problem solving about, and planning for, teaching and learning. As an essential element within Wisconsin’s RtI framework, regular and ongoing collaboration is key to establishing, providing, and sustaining a systemic and systematic approach to student support.

16. Collaborative Structures Needed to Implement Selected and Intensive Levels of Support
Universal Level/Tier 1
Collaborative Teams
Selected Level/Tier 2
Collaborative Teams
Schools need to develop collaborative structures at all levels of support.
In addition to teams that examine data and instructional practices at the Universal/Tier 1 level, schools will also need to identify teams to take on unique functions at the selected and intensive levels of support.
Intensive Level/Tier 3
Problem Solving Team
IEP Team

17. Critical Considerations for Collaborative Structures
Collaboration
Designate time, schedules
Increase frequency and intensity of teaming based on need
Establish trust through group norms
Set meeting agendas, protocols, accountability
Schools/districts seeking to create or strengthen collaborative structures at the selected and intensive levels of support will want to focus attention to the following:
To be effective, regular collaboration around student data and instruction must be built into staff expectations, schedules, and the calendar. This time should be considered sacred.
The frequency and intensity of collaborative teaming increases with the intensity of student need. This includes the degree of expertise in the areas of need that team members bring to the table.
Team norms and protocols are valuable tools to systematize and focus collaborative discussions in schools. User-friendly data reports are equally as critical to the process.

18. Critical Considerations for Collaborative Structures
Collaboration
Meaningful involvement of families and students
Representation by multiple stakeholders
Schools/districts seeking to create or strengthen collaborative structures at the selected and intensive levels of support will want to focus attention to the following:
Meaningful involvement of families and students is critical throughout the collaborative process.
Representation by multiple stakeholders in collaborative teams can provide unique and balanced perspectives to fully and accurately analyzing data, digging deeper, creating hypotheses, and developing solutions

19. School-wide Process for Responding to Student Needs
COLLABORATION
Outcomes
Screening measures
Progress monitoring measures
Decision rules and protocols
Interventions and Additional Challenges
Before collecting data, first establish…
CULTURAL COMPETENCE
Then, at the start of each school year...
Plan Logistics
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
ACCOMPLISH THROUGH
WHILE DEMONSTRATING
At least annually…
Evaluate and Refine the Process

20. Find More Resources On Our Website

21. Questions for our Presenters? Please type them in the chat box
Let’s pause for a moment and if you have any questions for Heather or Julie, please type them in the chat box now

22. We Hope We Accomplished…
Reviewed the elements of a Culturally Responsive Multi-Level System of Support
Learned about one team’s journey as they worked on building collaborative relationships
Gained ideas on how to involve multiple staff perspectives in determining appropriate types and intensity of supports
Learned about resources from the Wisconsin RtI Center to help your team refine your collaborative structures
We hope we met our objectives today to review the elements of a culturally responsive multi-level system of support, learn about one team’s journey of collective work and collaboration, and shared some resources for you to continue to refine the collaborative structures in your own schools and districts.

23. Has Your Leadership Team Taken the School-wide Implementation Review (SIR) this year?
Register for a free webinar on March 17th from 1:30-2:30
Remember that collaboration is a key element in a culturally responsive multi-level system of support. We encourage you to assess your system level implementation on an annual basis, including your collaborative structures, using the School-wide Implementation Review (or SIR). The SIR is a free self-assessment that you can access from our website. If you would like more information, please contact Sara or me or your Regional Technical Assistance Coordinator who you can find on our website. We are also offering a refresher webinar on March 17th from 1:30-2:30 to help your team set-up, prepare for, and take the SIR. You can find the link to register on the Events Calendar on our website.

24. Remember…We’re Stronger When We Pull Together
Thank you again to Julie and Heather for taking the time out of their busy days to share their story and reminding us that our systems are stronger when we collaborate and pull together.

25. Questions. Need More Information
Questions? Need More Information? Contact Us: Sara Summ: Liz Gaebler:
Thank you all for your time. If you have any questions or would like more information or technical assistance in refining your culturally responsive multi-level system of support, please feel free to contact us. Take care and have a great rest of your day.