1. Response to Intervention (RtI) How can we make it work in Wisconsin?

2. Response to Intervention (RtI) doing RtI well is quite complex. The concept of RtI is quite simple

3. Response to Intervention (RtI) Make a list of words or phrases you associate with Response to Intervention (RtI). Record them on flip chart paper. List challenges of Response to Intervention on flip chart paper. Post your words/phrases and challenges around the room. Gallery Walk

4. Response to Intervention (RtI) Our shared commitment to raising achievement for all students and closing the achievement gap that exists between economically disadvantaged students, children of color, and their peers. Our New Wisconsin Promise:

5. Response to Intervention (RtI) RtI is a process for achieving higher levels of academic and behavioral success for all students through: High Quality Instructional Practice Continuous Review of Student Progress (multiple measures) Collaboration

6. Response to Intervention (RtI) There are three phases for each of these components: Consensus Building Consensus Building Infrastructure Building Infrastructure Building Implementation Implementation

7. Response to Intervention (RtI) Consensus Building: Lays the foundation for a successful RtI system Lays the foundation for a successful RtI system Ensures there are shared philosophies, beliefs, and commitments among staff and stakeholders that will support an RtI system Ensures there are shared philosophies, beliefs, and commitments among staff and stakeholders that will support an RtI system

8. Response to Intervention (RtI) Consensus Building Is Based Upon A: Shared belief that all individuals’ contributions are valued equally Shared belief that all individuals’ contributions are valued equally Shared vision for moving forward Shared vision for moving forward Shared responsibility for key decisions Shared responsibility for key decisions Shared accountability for outcomes Shared accountability for outcomes

9. Response to Intervention (RtI) High Quality Instructional Practice Inherent to a high quality instructional practice for learning is differentiated instruction that puts the student at the center of teaching and learning, with the student’s needs driving instruction, not programs or curricula.

10. Response to Intervention (RtI) High quality instructional practices respond to individual differences in a learning community (classroom). Multiple ways for students to acquire and apply expected knowledge and skills Multiple ways to motivate and challenge students Multiple ways for students to demonstrate and teachers to assess student progress High Quality Instructional Practice

11. Response to Intervention (RtI) High Quality Instructional Practice High quality instructional practice provides appropriate intervention/additional services for students who need them.

12. Response to Intervention (RtI) BALANCED ASSESSMENT A System of Constant Inquiry Continuous Review of Student Progress

13. Response to Intervention (RtI) Balanced Assessment System Key Components: Multiple facets Multiple facets Triangulation Triangulation Each assessment type has a primary purpose, as well as strengths and limitations Each assessment type has a primary purpose, as well as strengths and limitations District and school accountability District and school accountability Instructional needs and supports for individual students Instructional needs and supports for individual students

14. Response to Intervention (RtI) Balanced Assessment System Formative Benchmark Summative Daily Ongoing Evaluation Strategies Periodic Diagnostic/Progress Assessments Large-Scale Standardized Assessments Immediate Feedback Multiple Data Points Across Time Annual Snapshot Student-Centered Classroom/School-Centered School /District/State-Centered

15. Response to Intervention (RtI) Summative/ Large-Scale Assessment Purpose : To determine how students in schools, districts, and states are progressing. To determine how students in schools, districts, and states are progressing. To inform curriculum and instruction. To inform curriculum and instruction. To determine Adequate Yearly Progress (AYP). To determine Adequate Yearly Progress (AYP).

16. Response to Intervention (RtI) Benchmark Assessment Purpose: To determine to what extent students are progressing. To determine to what extent students are progressing. To determine how well a program is working. To determine how well a program is working.

17. Response to Intervention (RtI) Purpose:   To consider what learning comes next for students   To improve learning while there is still time to act – before the graded event Formative Assessment

18. Response to Intervention (RtI) Spend a few minutes thinking about the assessments you use in your school district. Spend a few minutes thinking about the assessments you use in your school district. –Have you built a balanced assessment system? –(How) do the different assessments work together or inform each other? –How is information from these assessments communicated?

19. Response to Intervention (RtI) In a Balanced Assessment System The question should be: Not simply “How did the students perform?” But, rather “How can we adjust teaching and learning practice so that we improve student performance?” Douglas Reeves, 2006

20. Response to Intervention (RtI) Consider and discuss this question: What process do staff in your school district use to make decisions about What process do staff in your school district use to make decisions about adjusting teaching and learning practice to improve student performance?

21. Response to Intervention (RtI) Collaboration Teams of educators with a variety of expertise - in partnership with parents and community resources -

22. Response to Intervention (RtI) Collaboration Fluidity based on student needs - in partnership with parents and community resources - Classroom

23. Response to Intervention (RtI) Collaboration Classroom Fluidity based on student needs - in partnership with parents and community resources -

24. Response to Intervention (RtI) Collaboration Differentiated Instruction within the classroom Fluidity based on student needs - in partnership with parents and community resources -

25. Response to Intervention (RtI) Collaboration Differentiated Instruction within the classroom Fluidity based on student needs - in partnership with parents and community resources -

26. Response to Intervention (RtI) Collaboration Intervention/ Additional Services Fluidity based on student needs - in partnership with parents and community resources -

27. Response to Intervention (RtI) Collaboration Intervention/ Additional Services Fluidity based on student needs - in partnership with parents and community resources-

28. Response to Intervention (RtI) Consider and discuss the following question: What structures are necessary to have in a school district to facilitate collaboration?

29. Response to Intervention (RtI) RtI is a PK-12 initiative for: High Quality Instructional Practice Continuous Review of Student Progress Collaboration that has applications for General Education Special Education Gifted and Talented Title I English Language Learners Etc.

30. Response to Intervention (RtI) RtI is for ALL children and ALL educators. RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. 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 is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice. RtI emerges from and supports research and evidence based practice. Principles for the successful implementation of RtI in Wisconsin:

31. Response to Intervention (RtI) Making RtI Work in Wisconsin. On flip chart paper, record your thoughts about the following question: What opportunities does RtI present for your school district?

32. Response to Intervention (RtI) Troy Couillard, Assistant Director Troy Couillard, Assistant Director Special Education Team Special Education Team 608-266-1781 608-266-1781 troy.couillard@dpi.wi.gov troy.couillard@dpi.wi.gov Chrystyna Mursky Chrystyna Mursky Consultant, Gifted & Talented and Advanced Placement Consultant, Gifted & Talented and Advanced Placement Content and Learning Team Content and Learning Team 608-267-9273 608-267-9273 chrystyna.mursky@dpi.wi.gov chrystyna.mursky@dpi.wi.gov Abby Potter Abby Potter Education Consultant Education Consultant Office of Educational Accountability Team Office of Educational Accountability Team (608) 267-5153 (608) 267-5153 aubree.potter@dpi.wi.gov aubree.potter@dpi.wi.gov