1. The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Match Supports to Needs About this Key Feature

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

3. Our vision: All Wisconsin students will learn and be successful in life.. Our mission: 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.. Wisconsin RtI Center

4. The purpose of the Match Supports to Needs module is to help schools develop a systematic process for identifying interventions and additional challenges most suited to the needs of their students, at the appropriate level of intensity and support. Note: Completing this step depends extensively on the work completed in preceding modules, particularly Selecting Interventions and Challenges, Digging Deeper and Planning Logistics.

5. “Schools often look to the data to provide answers. The data really don’t provide answers. Instead, the data raise questions and they can stimulate discussion: What’s going on here? What’s the source of these strengths and weaknesses? The important link with assessment is not ‘What’s the problem?’ That’s part of the process, but the most important step is: ‘What are we going to do about it?’” Joan Herman, Director of CRESST, UCLA

6. Match Supports to Needs moves us from What is the underlying need? TO What are we going to do about it? Team moves from hypothesis to action

7. Cut Scores and Decision Rules Menu of pre-determined interventions and additional challenges Problem-solving team to develop intensive level plans School A Collaborative Structures to Support the Process Vary Across Schools

8. “Case Management” Approach Team assigns students in the school to interventions or additional challenges Based on the team members’ expertise, familiarity with the supports available in the school and community, and the data provided in student profiles Team reviews student data throughout the intervention and monitors implementation of intervention plans School B

9. Uses a series of consultation check-points between teachers and team leaders or content area experts Consult on strategies to use within the universal level of support (e.g., double doses of guided reading groups, small group advisories, family involvement) Teachers bring names of students not responsive to in-class strategies to the attention of a team to consider for additional problem solving, including consideration for additional support School C Collaborative Structures to Support the Process Vary Across Schools

10. Systemic thinking Systematic practices KEY TO SUCCESS: A consistent process in place across the system for students who need additional support to access in a timely and equitable way Relating to the system as a whole According to a plan; methodical

11. Engage students and families

12. Determining Types of Support: Need Balance Student Need and Best Practice School’s Capacity to Deliver Additional Support with Fidelity

13. Determining Types of Support Relevance EffectivenessAppropriateness match the needs of the students match the context, capacity, and strengths of the school demonstrated and perceived success

14. Determining Types of Support Digging Deeper Matched Support to Need Menu of evidence-based supports Planning Logistics who-what-when-where

15. Determining Types of Support Digging Deeper Matched Support to Need

16. Determining Types of Support Menu of evidence- based supports

17. Determining Types of Support Planning Logistics who-what- when-where

18. Determining Types of Support

19. Use your Professional Wisdom Academic Social-emotional Behavioral Student’s Strengths and Challenges

20. Determining Types of Support Academic Social-emotional Behavioral Student’s Strengths Student Voice/Choice Family School Team Cultural Competence

21. Need to Consider: State Mandates When Determining Types of Support for Students Below Benchmark Application of Wisconsin’s Specific Learning Disability Rule State Mandates such as PI-8: Standard C Determining Types of Support

22. Determining Level and Intensity of Support at the System-level and Student- level Student-level

23. Determining Level and Intensity of Support at the System-level School A - Local Data Healthy System: Most students are At or Beyond grade-level benchmarks System will Dig Deeper to determine levels and intensity of supports for students below benchmark After Digging Deeper - System determines they are able to support most students above benchmark with strong universal differentiation Not sure if this is capturing the content very well HE-Take a look

24. Determining Level and Intensity of Support at the System-level School B - Local Data Majority of students are below grade-level benchmarks. System will struggle with capacity to provide additional support for over half of their learners School B - System Focus Making adjustments and accelerating learning at the universal level. Goal is to create a healthy system that supports most learners at the universal level without needing additional supports

25. Local Data Digging Deeper Process Help Systems Match Supports to Needs How do we support our adults? Coaching Professional Development Effective Instructional Practices Effective Classroom Management Assessment Literacy How do we support our learners? Additional Resources to Support Broader Range of Learners More Instructional Time Allocated to a Content Area

26. Determining Level and Intensity of Support at the Student-level More than a year behind, gaps and misconceptions from many years Gaps and misconceptions disrupt participation Struggles with some assignments Keeps up ThrivesExcels Years ahead *Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics In addition to Instead of Needs Met Through Differentiation at Universal Level

27. Research and Evidence Based practices based on CCSS / CCR Increased Intensity Additional Challenges Pacing and compacting Depth, complexity, abstraction Specialization Expertise Goal setting, data collection and analysis Interventions Frequency and duration Group size Focus of instruction Personalization Expertise Goal setting, data collection and analysis High Quality Instruction + Collaboration + Balanced Assessment Culturally Responsive Practices + Family Engagement In addition toInstead of

28. Determining Level and Intensity of Support at the Student-level Selected levelIntensive Level thinking about groups thinking about individuals Students are considered based on common needs and matched supports Supports developed for unique learning needs of individual Could mean a combination of supports

29. Determining Level and Intensity of Support at the Student-level UniversalSelectedIntensive Data Analysis and Decision Rules SelectedIntensive Misconception Student is accessed to matched supports and intensity as soon as possible first then

30. Plan Logistics Who? What? Where? When? How? Student needs and SMART goals (tied to CCSS of focus) Intervention/additional challenge content and strategies Logistics of implementation (resources, personnel, schedule) Progress monitoring process (measures, schedule, date of review) Plan for monitoring fidelity Documentation and communication (among staff; with families and students)

31. Considerations When Creating an Effective Plan InstructionCurriculum  Evidence-based practices  Modeling and guided practice prior to independent practice (I do, we do, you do)  Formative assessment and feedback  Cultural responsiveness  Fidelity of instruction  Language to mirror universal level  Highly qualified and trained staff  Research-based  Builds critical foundations for learning CCSS/extends learning in CCSS  Culturally relevant  Appropriate match with instructional need (accuracy, fluency, transfer)  Appropriate pacing to reach goal EnvironmentLearner  Classroom management/routines  Smooth transitions  Positive reinforcements of learning  Setting conducive to learning  Cultural background, beliefs, and experience  Language  Motivation  Mind set  Persistence Adapted from Rockley, J. Using Targeted Interventions to Close the Achievement Gap.Using Targeted Interventions to Close the Achievement Gap

32. State Mandates and Creating a Plan for Additional Support http://sped.dpi.wi.gov/files/sped/pdf/sld-guide.pdf Wisconsin’s Specific Learning Disability Eligibility Rule provides specific guidance around the requirements for delivering interventions at the intensive level of support for determining SLD eligibility and support documentation and communication of plans.