RtI is a process for achieving higher levels of academic and behavioral success for all students. The three essential elements of high quality instruction, balanced assessment and collaboration interact within a multi-level system of support to provide structures that increase success for all students.
Change and implementation of a multi-level system of support often occurs on a building-by-building basis within a district. The RtI system of support includes:
- meaningful family engagement
- data-based decision making
- effective leadership
Comprehensive RtI implementation contributes to increased instructional quality, equitable access to high-quality and effective programming and assists with the identification and support of learners with varied abilities and needs.
Culturally responsive practices are central to an effective RtI system and are evident within each of the essential elements. In a multi-level system of support, districts and schools start by building consensus on how to utilize the RtI model then employ elements of RtI at varying levels of intensity, based upon student responsiveness to instruction and intervention.
RtI in Wisconsin
Wisconsin stakeholders have developed the following guiding principles that provide the philosophical underpinning to RtI and also serve as a reflective checkpoint to assess your RtI system:
- 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.