As part of the efforts to connect with institutes of higher education, the Wisconsin RtI Center is arranging networking meetings and panel presentations featuring local school representatives. Starting next fall, the Wisconsin RtI Center will host three full-day networking events called Integrating RtI and PBIS into Wisconsin Higher Education’s Personnel Preparation: Reaching All Students. Representatives from institutes of higher education can learn more about the center and will have the opportunity to collaborate with colleagues and representatives from other institutions on how to infuse RtI and PBIS into their curricula. More information will be available this fall. These events will be held as follows:
- Oshkosh, November 29, 2012
- Oconomowoc, February 7, 2013
- Chippewa Falls, February 28, 2013
On May 30, 2012, Dan Seaman, east regional technical assistance coordinator, facilitated a panel presentation on RtI and PBIS implementation for University of Wisconsin-Oshkosh faculty and students. Representatives from Brandon Elementary/Middle School, Rosendale-Brandon School District; Clayton Elementary, Neenah Joint School District; Oshkosh West High School; and Roosevelt Middle School/Kaleidoscope Academy, Appleton Area School District fielded questions and shared stories about their RtI and/or PBIS implementation. If you have any questions about institutes of higher education and RtI or PBIS, contact Dan Seaman with the Wisconsin RtI Center or Linda Stead with the Wisconsin PBIS Network.
This spring, the center invited schools that self-assessed at full implementation on the School-wide Implementation Review (SIR) to apply to be acknowledged as Schools of Recognition. Full implementation could have been in mathematics, reading, or both. In addition to self-assessing at full implementation on the SIR, each school was required to submit a written application that detailed school-wide practices of the essential elements of the Wisconsin RtI Framework. An approved application was followed by an on-site visit. The application review and on-site visit were conducted by center staff who used rubrics to guide the process.
The School of Recognition recipients will be acknowledged publicly in fall 2012.
In October, the Wisconsin RtI Center asked school representatives to answer a survey with questions about universal mathematics screening tools and practices for each grade level, including how frequently students are screened each year, what screeners are used, and the year the school started screening for mathematics. Many schools that screen students for mathematics granted permission to post online the name of the school and contact person to foster peer-to-peer sharing among Wisconsin schools. A compilation of the results can be found on our website.
Please note: the Wisconsin RtI Center is reporting this data for the benefit of Wisconsin schools and does not endorse any specific screening tool, nor is the list intended to be a comprehensive listing of available mathematics assessments.
As of May 12, 2012, 542 SIRs had been completed with over 20 percent of Wisconsin’s schools and 34 percent of districts participating. The overall results include nearly all school types, sizes, and geographical areas painting a nice picture of the current status of RtI implementation statewide. Although the SIR has been taken most frequently by elementary schools (n=315), middle and high schools have participated in nearly proportional amounts (n=105 and n=103, respectively). Schools from all 12 CESAs are represented. Schools choose to take a SIR that focuses either on mathematics or reading. Currently, 171 schools have taken a SIR focusing on mathematics, 370 on reading, and 116 have done both. The results show differences between schools’ mathematics and reading RtI implementation (see below).
Math results (n=163): Not in Place: 26%, Purpose Building: 28%, Infrastructure: 23%, Initial Implementation: 14%, Full Implementation: 9%. Reading results (n=356): Not in Place: 14%, Purpose Building: 22%, Infrastructure: 30%, Initial Implementation: 26%, Full Implementation: 8%
For information about the levels of implementation — not in place, purpose building, infrastructure, initial implementation, and full implementation — and other details about the SIR, see the SIR FAQ. What is most noticeable about the results is that over 64 percent of schools in reading are at least at the infrastructure level of implementation, whereas only 46 percent of schools in mathematics are at or beyond that level.Many more schools are completing SIRs every week and are using the results to develop action plans to ensure comprehensive RtI implementation in their schools. Nearly one-fourth of all Wisconsin schools will have participated this school year.
A new page on our website, RtI in the News, will feature a collection of local news stories about RtI implementation. Submit stories from your local paper to us at venitk@WisconsinRtICenter.org.
Follow Wisconsin RtI Center on Facebook to stay up-to-date about upcoming events, news, and stories.
As stakeholders in the Wisconsin Rapids School District began to discuss the RtI process, it became clear that a shared understanding among staff members was going to be an essential component for successful implementation. A district RtI steering committee was created, with representation from teachers, special education staff, building, and district administration. Members of this committee created a guidance document to provide an overview of RtI within Wisconsin Rapids Public Schools. The purpose of this document is to communicate a clear and consistent understanding of the various aspects of RtI, its origins in educational practice and research, and of its value in ensuring success for all of our students. A link to the document is found here.
I witnessed an amazing event at a recent parent teacher conference and IEP meeting. The parent asked the regular education teacher to share her concerns regarding the student’s mathematics skills. The teacher spoke of the progress that was occurring with problem solving and then mentioned a concern she had with the student learning basic facts. The teacher continued to explain the different strategies she was using in the classroom to help this student learn these facts.
While this may seem like an everyday practice to you — and it is — this is the perfect example of RtI. The teacher chose an instructional strategy for the class to learn a specific concept, critical for the development of other mathematic skills. She realized through daily work and a quiz that the student was struggling. Accordingly, the teacher changed the instructional strategy enabling the student to learn the basic concept. While the jury is still out on if the instructional strategy was successful, it is clearly the right thing to do and is what RtI is all about. We are truly on a journey to help students learn many wonderful things every day! Thanks for your hard work and dedication in helping our children achieve.
For additional information please contact Jackie Steinhoff, director of student services, at Jackie.email@example.com.