RtI Committee Make-upGlossary of TermsPyramid Model
District Assessment CalendarForms for Tier IKey Features of Culturally Responsive TeachingCulturally Responsive Questions to ConsiderSIOP StrategiesMultiple Intelligences or Learning StylesHelpful Resources for Tier IData Collection TemplatesTier I Checklist
Core Knowledge - ERICTier II FormsParent CommunicationTier II Checklist
Basic Reading StrategiesComprehension StrategiesMath Reasoning StrategiesMath Calculation StrategiesWritten Expression StrategiesBehavior InterventionsReading Fluency StrategiesListening and ComprehensionOral Communication
Websites for PreK
Basic ReadingComprehensionReading FluencyMath ReasoningMath CalculationWritten ExpressionListening and ComprehensionOral Communication
Fidelity ChecklistsTier III Checklist
This is the "Elementary RtI Home" page of the "RtI" guide.
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RtI  

Last Updated: Apr 29, 2013 URL: http://libguides.verona.k12.wi.us/content.php?pid=302610 Print Guide RSS UpdatesEmail AlertsShareThis

Elementary RtI Home Print Page
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RtI Brochure

Click on the link below for a copy of the Verona Area RtI Brochure.  This is a resource developed to help parents understand the RtI process. 

 

How to Mark the RtI Alert in PowerSchool

The link below explains how to put an alert in Power School that a student is receiving RtI Interventions.

 

Documentation

It is critically important that RtI documentation becomes part of the Student's Record. 

  • One hard copy needs to be placed in the confidential File at the end of the year or when a student leaves the district.
  • The buildilng routing form in each building must include the RtI Documention and who will be responsible for including it. 
 

Why Response to Intervention?

Mission

We will ensure that each student learns and grows as an individual learner and we respond to each learner without waiting for failure or creating a label. 

 

 

 VISION:

High Quality Instruction:

·         There is a clear coherent standards-based curricular progression. 

·         Instruction is differentiated to meet the needs of students.

·         Instruction is personalized/individualized to meet the needs of students.

·         Instruction is provided by highly qualified teachers.

·         Ongoing professional development takes place to support and enhance Tier I instruction.

Balanced Assessment: 

·         Universal assessments are used three times per year to determine needs and growth.

·         Common Formative and Summative assessments are based upon the standards-based curricular progression that provide data on student standard and skill mastery. 

·         Progress monitoring for students receiving interventions takes place frequently to determine if progress is being made. 

Collaboration: 

·         Everyone works together to promote collaboration.

·         Resources to meet the needs of all students are shared regardless of title or role.

Multi Level of Support: 

·         Student assessment data is used to inform instruction and intervention needs. 

·         All individuals providing interventions meet to share knowledge and expertise.

·         Building teams respond to learner needs not to what’s available.

·         Everyone is held accountable to use data to inform decisions.

Culturally Responsive Practices

·         SIOP Strategies are routinely used.

·         Individuals examine their own cultural backgrounds as well as become knowledgeable about the backgrounds of their students

·         Everyone recognizes the diversity of each learner as a strength

·         Embrace the importance of building relationships

 

Commitments:

 

·         High Quality Instruction in the Universal Curriculum

·         Universal Assessments are given three times a year – strive for consistency

·         Family Involvement – at a minimum they are informed, better to have them as part of the team

·         Universal Form(s) must be completed for students in Tier II and Tier III

·         A building designated person ensures forms are completed and maintained for students in Tier II and III

·         The same criteria is used for SLD regardless of building or program

·         Regular meetings are held to facilitate communication and standardization of practices (staff working with teachers on interventions)

·         Access to interventions are equitable regardless of label (i.e., just because a student is ELL and receives ELL assistance does not make them ineligible for other interventions, or a special education student who is not LD due to reading they should be able to receive reading interventions)

 

 

 

 

 

Wisconsin RtI Center

The mission of the Wisconsin RtI Center is to accomplish the W-RtI Vision by supporting schools through the phrases and sustainability of their RtI system implemention.

www.wisconsinRtIcenter.org

Resources Available on this Site:

  • Wisconsin RtI Guiding Document
  • Specific Learning Disabilities (SLD and Response to Intervention)
  • RtI Road Map
  • Wisconsin RtI School-wide Implementaiton Review (SIR)
  • Selecting Tools for Screening, Progress Monitoring, and Interventions
  • Interactive RtI Graphic
  • RtI Implementation Continuum
  • Implementation Tookit
  • Glossary
  • Events Calendar
      
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