Wisconsin's Vision for Response to Intervention

Wisconsin's Vision for Response to Intervention

In Wisconsin's vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin’s vision for RtI.

For more in-depth information on Wisconsin's vision for RtI, please see Wisconsin Response to Intervention: a Guiding Document.

A brief webinar presentation on Wisconsin Response to Intervention.

 

 

Wisconsin's RtI Center PBIS Network

The Wisconsin RtI Center (www.wisconsinrticenter.org) is a collaborative project between DPI and the twelve CESAs to provide high quality RtI professional development and technical assistance regionally throughout Wisconsin. The Wisconsin Positive Behavioral Interventions and Supports (PBIS) Network (www.wisconsinpbisnetwork.org) operates within the RtI Center.

WI RtI Stories
View videos of Wisconsin educators implementing RtI created by the Educational Communications Board (ECB):

 

Wisconsin’s framework for Response to Intervention (RtI) was initially developed with input from stakeholders through the State Superintendent’s Collaborative Council. As a result, RtI in Wisconsin has been defined thus:

RtI is a process for achieving higher levels of academic and behavioral success for all students through:

Successful implementation of this framework in Wisconsin is based upon the following seven principles:

  • 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.

Current Wisconsin RtI Resources:

For more information about the newly passed Specific Learning Disabilities (SLD) Rule and using a RtI process as part of the identification process for SLD, go to http://sped.dpi.wi.gov/sped_ld. (Schools have until December 1, 2013 to transition to using a RtI process as an aspect of SLD identification.)

What are Positive Behavioral Intervention and Supports (PBIS)?

What is the Student Intervention Monitoring System (SIMS)?

For questions about this information, contact Julia Hartwig (608) 267-3748