RtI E-News: December 2015
The Wisconsin RtI Center was created to help schools implement and sustain a culturally responsive multi-level system of support. In the last year, we continued to help schools achieve their implementation goals. The Center's Annual Report shares some of the highlights of their work.
During 2014-15, more than 800 schools attended training, 52% of schools completed self-assessments, and a growing number of schools have been sustaining their implementation efforts over time. More details can be found by reviewing the report.
You can also see culturally responsive multi-level systems of support in action through our school stories. Featuring Sparta's Lawrence-Lawson Elementary and Milwaukee Public School District's Academy of Accelerated Learning, these stories illustrate how different schools take different approaches to this important work.
Whether you are on your implementation journey, or are considering it, this report can show how we support the schools we work with - and how we can support you.
NEW! This is Tier 2: Behavior E-learning Module
Educators in Wisconsin are in the business of helping ALL students succeed. In a multi-level system of support, the universal (tier 1) level of supports is enough for the majority of students. Just as some students need help in academic subjects, some students need to focus on their behavior skills. Once the universal level for behavior is implemented with fidelity, it is time to move on to the next step: implementing the second tier of behavioral supports for students who need them.
The Center has developed a new “This is Tier 2” e-learning module for schools and districts considering implementing tier 2 for behavior. The module begins with a review of the multi-level system of support, as well as a review of tier 1. It then discusses the features of tier 2 and some of the interventions schools can employ. Viewers will learn how data is used to support decision making when implementing tier 2 interventions. Finally, the module discusses the criteria that determine whether a school or district is ready to take the next steps to implement tier 2 behavior supports.
This free e-learning module allows you to learn what’s involved in taking your system of supports to the next level, right from the convenience of your own computer. If you are a district administrator, building administrator, student services personnel, or an external or internal coach, visit our website today to watch this webinar in its entirety.
Selected and Intensive Levels of Support: Academics
Selected and intensive levels of support are intended to provide supports to students whose needs extend beyond the reach of the universal. Schools across Wisconsin are working to establish and sustain a fluid continuum of academic support, matched to the needs and the culture of the students they serve.
To support schools in this work, the Wisconsin RtI Center has created a school-wide process for responding to student needs. We have also developed a series of learning modules to guide teams in learning about, implementing and refining each step, or key feature, in this process.
We will highlight different key features and learning modules in this newsletter throughout the school year. In this newsletter, we highlight…
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 at the selected and intensive levels.
The Establish Collaborative Structures module addresses the critical role of collaboration in implementing and sustaining selected and intensive levels of support. This module describes the structures needed and the considerations critical to their success, including teams acting with cultural competence. Module resources include strategies for building support for collaboration, scheduling time, engaging families, and gauging the effectiveness of teams. Resources also include examples of team structures, roles, norms, protocols, processes, and videos of collaborative teams in action.
An effective, culturally responsive multi-level system of support begins at the universal level, with high quality core instruction aligned to the state standards for mathematics and English language arts for all learners. Yet, each learner enters our schools with different background experiences and opportunities to learn. Throughout their school years, students encounter obstacles and inspiration, struggle and growth. For these reasons, a strong universal level alone is not typically sufficient to meet the range of learner needs in a school. Selecting Interventions and Additional Challenges, a necessary part of your continuum of support, in advance helps schools respond systematically and quickly when learners’ needs fall outside the reach of the universal level.
The Select Interventions and Additional Challenges module shows how schools with a coordinated continuum of supports can proactively leverage their strengths, strategies, and resources for the benefit of students. Included within this module is a guided process for developing a continuum of supports while considering state mandates, existing staff and resources, and prioritized student needs. The resources section provides school examples and strategies, templates and worksheets for building or refining a fluid continuum of support. The section also includes suggested sources for locating research- and evidence-based interventions and challenges for mathematics, reading, and enabling academic behaviors (e.g., attendance and engagement).