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.

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.

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:

• High quality instructional practice
• Continuous review of student progress (multiple measures)
• Collaboration

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.

2011 RtI Summit, Green Bay, March 9-10, 2011: log in at www.wasda.org to access materials.

2010 RtI Summit, Green Bay, March 10-11, 2010: log in at www.wasda.org to access materials.

2009 RtI Summit, Green Bay, March 11-12, 2009: Presentation Materials

Current Wisconsin RtI Resources:

• Wisconsin Response to Intervention: a Guiding Document.
• Response to Intervention: How can we make it work in Wisconsin? PowerPoint [6M] (March 2009)
• WI RtI: Vision and Guidance (January 2011)
• Wisconsin Response to Intervention (RtI) Self-Assessment for Schools and Districts [320K]
• Wisconsin Response to Intervention Roadmap
• Frequently Asked Questions
• Balanced Assessment: Webinar Series
• Balanced Assessment Charts
• Specific Learning Disabilities (SLD) Eligibility Criteria and Its Relationship to RtI

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://www.dpi.state.wi.us/sped/ld.html. (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 further information about RtI in Wisconsin, contact the DPI RtI Workgroup Co-Chairs: Emilie Amundson, 608-266-3551 or
Julia Hartwig, 608-267-3748.

Last updated on 12/14/2011 9:14:11 AM