Math AllianceJuly 12, 2011

Understand how RtI is being conceptualized in Wisconsin

Understand the IES Practice Guide recommendations for RtI in mathematics at the elementary and middle school

Analyze promises and challenges of RtI

Identify the characteristics of RtI Make connections between the IES

Practice Guide recommendations and what we are learning in Alliance

WHAT IS RTI?A process for achieving higher levels

of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration.

Wisconsin Department of Public Instruction

• Identify students at risk or those needing challenges

• Intervene or challenge• Monitor progress• Make adjustments in the

interventions or challenges

• WI Response to Intervention: A Guiding Document

WI RtI Roadmap for Academic and Behavioral Success

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• Account for and adapt to the broad diversity of race, language and culture in WI

• Monitor who is successful with and without interventions/challenges and which are more successful with various groups

WI Response to Intervention: A Guiding Document

• Differentiated• Aligned with Common Core State

Standards• All students• Interventions and additional

challenges for those who need them

WI Response to Intervention: A Guiding Document

• More than one piece of data to make decisions

• Universal screening- likelihood to meet benchmarks

• Progress monitoring– Responsiveness (instruction

and interventions)– Effectiveness – Formal or informal

WI Response to Intervention: A Guiding Document

Educators, families and communities

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Number of levels in the multi-level system

Core curriculum and instructional practices

Screening and progress monitoring processes

Decision criteria for determining levels of support

Interventions and additional challenges

Collaborative structures

Tier 1 (80%) Tier 2 interventions

(15%)

Tier 3 interventions

(5%)•Core Curriculum•Research-based•PBIS•Differentiated•Summative, formative, benchmark assessments

•Academic and social/emotional•In addition to Tier 1•Short term•Progress monitored and graphed•Specialized

•Academic and social/emotional•Interventions orReplacement curriculum orAdditional curriculum•Progress monitored frequently and graphed

RtI is for ALL children and ALL educators. RtI is something you do and not necessarily

something you buy. RtI emerges from and supports research and

evidence based practice.

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• Recommendations so that the number of children who struggle in mathematics can be reduced by using RtI

• Developed by professionals from math and special education

• Reviewed evidence from studies of low-performing students and those with specific learning disabilities

• Identify whether evidence is high, moderate or low

Each recommendation has:Level of evidenceSummary of evidenceHow to carry out the

recommendationPotential roadblocks and

solutions

Read the section on your recommendation (Skim or skip the summary of evidence)

As a group, clarify the recommendation, how the panel suggested it be carried out, and the potential roadblocks and solutions

Add roadblocks (and possible solutions) if you see them

Make connections to Alliance React

Recommendation #1

IMPORTANT POINTS

POTENTIAL ROADBLOCKS AND SOLUTIONS (add your own)

CONNECTIONS TO CLASS

Take notes on the recommendations and connections to Alliance

Take notes on any other connections you see

React - and think about what is behind your reaction

1. Challenges of implementing RtI2. Challenges of implementing RtI in math

The Wisconsin RtI Centerwww.wisconsinrticenter.org

The Wisconsin RtI Roadmaphttp://dpi.wi.gov/rti/pdf/rti-roadmap.pdf

IES Practice Guide (Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools http://ies.ed.gov./ncee/wwc/publications/

practiceguides/