RtI Committee Make-upGlossary of TermsPyramid ModelRoles and Responsibilities
Forms 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 ChecklistProblem Solving Team Fidelity Checklist
Basic Reading StrategiesComprehension StrategiesMath Reasoning StrategiesMath Calculation StrategiesWritten Expression StrategiesBehavior InterventionsReading Fluency StrategiesListening and ComprehensionOral Communication
Basic ReadingComprehensionReading FluencyMath ReasoningMath CalculationWritten ExpressionListening and ComprehensionOral Communication
Fidelity ChecklistsTier III Checklist
Intensity of Service ModelRtI Decision TreeResources Purchased for Each Elementary School
Intensity of Service ModelMiddle School Flow Chart
RtI Planning DocumentVAHS FlowchartMTSS Flow ChartInstruction and Interventions
Websites for PreKModel Academic Standards Websites
Diversity WebsitesInstructional Needs RubricDifferentiation Steps RubricCulturally Responsive Teaching - Book Picks
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Last Updated: Sep 15, 2014 URL: http://libguides.verona.k12.wi.us/content.php?pid=302610 Print Guide RSS UpdatesEmail Alerts

RtI Home Print Page

RtI Visual


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.



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. 

Commitments of Verona Area School District Staff



The Verona Area School District is committed to personalized learning.  We believe all kids can learn and we, as the instructional staff, ensure we meet every learner’s needs every day.  These commitments place learners at the core of our work.


·         We believe in the power of collaboration.  Sharing our strengths builds our collective ability to meet the needs of all learners.  We can’t afford to work in isolation.

·         We collaborate through co-planning lessons and supports for our learners.  Collaboration time focuses on the learners and their needs.

·         We are inclusive.  We strive for proportional classrooms that serve all learners.  We do not look to someone or somewhere else to meet our learners’ needs.    We utilize flexible grouping whenever possible.

·         We work to develop common language and vocabulary; building a shared understanding of our work and priorities.

·         We recognize everyone’s role in this work and need to maintain a positive perspective.  We treat each other with respect and kindness resulting in a positive culture.

·         We reflect on our practice and its impact on learner learning.

·         Parents and guardians are our partners.  We include them in planning and designing personalized learning opportunities for our learners.



·         Instructional content is based upon common core/model academic standards and learning targets.

·         We utilize formative and summative assessments to inform instruction.

·         We design instruction utilizing proactive planning through Universal Design for Learning (UDL).

·         Instruction focuses on our learners and is learner driven and owned.  We listen to their voice and choice.

·         We must know our learners.  Knowing their passions, interests, and goals, enables us to prepare each learner for his/her life after high school and the path towards his/her desired future.

·         There is less emphasis on grades and more on outcomes.

·         Instruction supports the whole child; academic, social, emotional and behavioral skill development.

·         We operate from a strength-based perspective of all our learners.  We will appropriately challenge all our learners to aid them in connecting aspirations with goals and actions.



·         We work to remove structural barriers that impede our work.  Resources support and align with needs of our learners, staff collaboration, and common planning.

·         We utilize our staff in flexible and purposeful ways.  We will take risks and be innovative if it helps learners learn

·         We focus our professional development on systematic implementation of these commitments, resulting in personalized learning for all learners.

·         We use all instructional spaces to meet the needs of learners.  Labels will not determine who has, or does not have, access to specific spaces and resources.



For a PDF version of the Commitments.


An RtI Wordle

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.


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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