1. Response to Intervention
(RtI)

2. • District Overview – a description of what is
being done at the district level to lay a
systematic foundation for RtI
• Share district PLC plan
– The four DeFour Questions

3. • What do we want students to know and be able
to do? Identify Learning Targets ( I Can
statements)-Universal or Tier 1
• How will we know when they have learned it?
(Assessments, Data)-Universal or Tier 1
• How will we respond when they don’t learn?
Problem solving Approach, Systems, and
Teams. Selected or Targeted – Tier 2 or 3
• How will we respond when they already know it?

4. At t
end
anc
e
Behavioral
Academic
n t ed
Tale
e d&
Gift
School District of Beloit RTI 2009-2010

6. District
RTI Team
Student Intervention
Student Intervention
Building RtI Team Monitoring
Team (SIT)
System (SEMS)

7. District Level RtI team
• One member from each Building Level RTI team
• Executive Director of Educational Programs
• Executive Director of Pupil Services
• Curriculum Supervisors
• Provides direction for the RtI process in the district
• Training of Trainers
• Sharing of information across district
• Problem solves building and district issues related to RtI

8. Building Level RtI team
• One member must sit on Site Level Team
(SLT)
• Provides building leadership for RtI in
alignment with the district vision and
direction
• Monitors research-based interventions
• Problem solves building issues related to
RtI

9. • RtI is defined as:
• “…the practice of providing high-quality
instruction and interventions matched to
student need, monitoring progress
frequently to make decisions about
changes in instruction or goals, and
applying child response data to important
educational decisions.” (Batsche et al.,
2005)

10. Building Capacity
• Use of REACh funds to buy time for staff-buy in
and understanding of RtI. We conducted 2 in-
building half day sessions on the RtI framework
for upper and lower elementary.
• Staff developed collaboration times for grade
level groups which was also an extension of the
district-wide professional learning community
(PLC) model.

11. • The building RtI Team, in conjunction with
REACh team, using all the assessment
data we have (MAPs 3 times a year,
WKCE, and Benchmark assessments)
identified students that needed to be in a
Tier 2 or Tier 3 intervention.

12. Assessments Benchmark
Formative
Screening
Summative

13. • Explanation of how SIT team works and
the use of the SIMS program
• Highlight the district common assessment
tools

14. • SIT meetings are held weekly
• Core Team includes student services staff, reading
specialist, principal
• Additional members may include: Special Education
teachers, ELL teacher, H/S Coordinator, Special
Education Manager
• Staff signs up for SIT meeting through the SIMS
(Student Intervention Management System)
• Team identifies interventions (academic, behavioral,
attendance) to address concerns
• All interventions must are researched based

15. • Common Assessment Tools-
• Assessment tools have been developed in
grade level PLC during monthly staff
development mtgs.
• Assessments are in the core areas of the
curriculum (Literacy, Math, SS, Science)
• This process will allow for consistent
assessment throughout the district

16. • Building the capacity of staff to work effectively
as team
• Providing training for staff to work effectively to
adopt the process and collaboration time for
staff to define learning targets, I Can statements,
understanding of data analysis, and on-going
progress monitoring
• Sustaining the collaboration process through
grade level and vertical team meetings

17. • Showcase a 3rd grade PLC time
• PLC data sheet
• PLC binders

18. • Share intervention block schedules

19. Ensuring sustainability
• Collaboration around data and use of
data, problem solving teams, progress
monitoring, and decision making to benefit
the education of all students
• Use of Multi-Tier Model of service delivery
and research based interventions-for
reading: SOAR to Success and LLI
(Leveled Literacy Intervention)

20. • Additional components of implementing
RtI:
• RtI Coordinator and Reading Specialist
• School wide behavior plan - Above the
Line (ATL) – Corwin Kroneberg

21. Successes and Challenges
• Success- Increased reading and math
achievement and WKCE scores
• Challenges-
– Time and Union contracts
– Resources (teachers and research based
materials)
– Number of students in Tier 2 and Tier 3
interventions at some buildings is still high

22. Questions

23. Thank You!!!!
• Tracy Donich, Curriculum Supervisor,
tdonich@sdb.k12.wi.us
• Deb Prosser, Principal, Burdge ES
dprosser@sdb.k12.wi.us
• Melody Wirgau, Principal, Gaston ES
mwirgau@sdb.k12.wi.us
• Grace Okoli, Ed.D, Principal, Royce ES
gokoli@sdb.k12.wi.us
• Belinda Noack, 3rd grade, Gaston ES
noack@sdb.k12.wi.us