Response to Intervention
Response to Intervention is defined, in Wisconsin, as a process for achieving higher levels of academic and behavioral success for all students. Rigorous implementation of RTI includes a combination of high quality instruction practice, balanced assessment, and collaboration, all which are infused with culturally responsive practices.
What is Unique about RTI in Wisconsin?
- 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 practices
RTI Process – Roadmap
In the near future, students will be tested three times per year. To summarize, the child either meets, exceeds, or does not meet benchmarks. Instruction will vary based on the needs. For a student that meets or exceeds benchmarks a child will receive high quality, differentiated core instruction plus additional challenges for those that exceed. If the student does not meet benchmarks they will continue to receive a high quality, differentiated core instruction plus interventions based on student need. Collaboration and results monitoring increase with the intensity of interventions. The balanced assessment system includes universal screening, formative benchmark, and summative assessments plus progress monitoring increases with the intensity of interventions.