WisconsinResponsetoIntervention
Trainings&Supports
2014‐2015
www.wisconsinRtIcenter.org
www.wisconsinPBISnetwork.org
OverviewofCenter
All children and young adults must receive support and instruc on that meet their individualized needs and educa on must be approached in an integrated and systema c manner. Response to Interven on (RtI) in Wisconsin is an organiza onal framework that guides implementa on of a culturally responsive, mul ‐level system of support to achieve academic and behavioral success for all learners. To support schools in their implementa on of RtI, the Wisconsin Department of Public Instruc on, in collabora on with the Coopera ve Educa onal Services Agency Statewide Network, created the Wisconsin RtI Center in 2009. The Wisconsin RtI Center’s mission is to support Wisconsin schools in the implementa on of culturally responsive, mul ‐
level systems of support for all students. WisconsinRtIFramework:ASystemsApproachtoRtI
(ElementaryandSecondary)
Trainings:Academic For TEAMS • Length: Two full days This two‐day, team‐based workshop provides school leadership teams with the most current informa on, messaging, and resources to develop and refine their local RtI frameworks. School leadership teams will leave with:  in in‐depth understanding and/or recalibra on of their teams’ implementa on of a culturally 
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responsive mul ‐level system of support take‐away ac vi es, materials, and resources to support staff awareness, con nual buy‐in, implementa on, and sustainment of the Wisconsin RtI framework maps and self‐assessments of current RtI framework implementa on in reading or mathema cs RtI ac on plans linked to exis ng school improvement goals and ac ons, for reading or mathema cs complete baseline and/or annual assessments of RtI implementa on using the Wisconsin RtI School‐
wide Implementa on Review Target Audience: This workshop is for school leadership teams of three or more people, including the following individuals: principals (essen al), general educa on and special educa on teachers, and specialists in the content area (mathema cs or reading) that the school focuses on during this workshop (e.g., reading specialists, Title I mathema cs instructors, pupil services staff, gi ed and talented coordinators). ScreeningandProgressMonitoring
For TEAMS • Length: Two full days The Screening and Progress Monitoring series increases the capacity of school and district teams to understand, analyze, and use data to drive decisions within the Wisconsin RtI framework. Target Audience: This workshop is designed to help school or district teams effec vely and collabora vely analyze data within their mul ‐level system of support. Key individuals include administrators, leadership staff, instruc onal staff, and problem‐solving team members. Prerequisite: Although not required, a ending Wisconsin RtI Framework: A Systems Approach to RtI prior to this training is strongly recommended. 3 ReviewingK–5UniversalReadingInstruction
Trainings:Academic For TEAMS • Length: Three full days This team‐based workshop provides literacy leadership teams with the capacity to improve systema c universal reading instruc on within their culturally responsive mul ‐level systems of support. This training will offer recommenda ons and procedures for analyzing cri cal elements of schools’ universal instruc onal programs. Target Audience: This training is designed for teams that include school administrators, K–5 grade‐level teachers, reading instructors/specialists, literacy coaches, special educators, curriculum directors, and Title 1 instructors. A team must be accompanied by a school leader/principal. District teams of three or more are required to a end all three days of the training. Prepara on: Par cipants should bring documenta on of their current reading programs, prac ces, and strategies used to deliver K–5 universal reading instruc on. ReviewingK–12UniversalMathematicsInstruction
For TEAMS • Length: Three full days This training will guide teams through understanding the demands and shi s required of the Common Sore State Standards for Mathema cs. This training will present what is being asked of students and will examine what is needed system‐wide to effec vely support them. Target Audience: This training is designed for district teams that include K–12 grade‐level teachers, mathema cs instructors/specialists, mathema cs coaches, special educators, instruc onal leaders, building administrators, and district curriculum administrators. A district team must have a district/school‐level administrator. District teams of three or more are required to a end all three days of the training. Prepara on: Par cipants should bring documenta on of their current mathema cs programs, prac ces, and strategies used to deliver K–12 universal mathema cs instruc on. 4 ReviewingYourSelectedandIntensiveLevelsofSupport
For TEAMS • Length: One day This training will build the capacity of school or district teams to establish and strengthen their selected and intensive levels of support for mathema cs or reading. Teams will leave this one‐day session with a facilitated process to use in their school or district, along with a toolkit of resources to guide future work. Trainings:Academic Ac vi es include:  iden fying the role and essen al components of an effec ve and sustainable con nuum of support in schools  accessing a toolkit of resources to review system components for providing addi onal support  experiencing a facilitated process of using the toolkit to establish and strengthen a team‐selected system component.  determining next steps to replicate and use facilitated processes and resources beyond this session Target Audience: This training is designed for school‐ or district‐level RtI leadership teams, including administrators, instruc onal staff, pupil services, and parents. Administrator a endance is cri cal for support and sustainability. Prerequisites:  a screening process in place for at least a year  comple on of the School‐wide Implementa on Review (SIR) within the year  a endance at both the Wisconsin RtI Center Framework Training and the Screening and Progress Monitoring Sessions 5 Trainings:Behavior
AdministrativeOverview(AS50)
For TEAMS • Length: One half day Through the development and implementa on of PBIS frameworks, schools are able to create and maintain safe and effec ve learning environments and ensure that all students have the social/emo onal/behavioral skills needed to succeed in school and beyond. This overview is for school or district leadership teams interested in planning for sustainable implementa on of a PBIS framework. The overview will examine essen al leadership components, the background work, for successful and sustainable PBIS implementa on. Par cipants will leave with an understanding of the implementa on process for all levels of support and the steps necessary for ge ng started, including district commitments needed for successful implementa on. Target Audience: School or district leadership teams of three to five members such as district administrators, building administrators, pupil services directors/coordinators, teacher leaders, and poten al site coaches Prerequisite: Watch the “This is PBIS” module on www.wisconsinpbisnetwork.org NewCoachesOrientation(C100)
For TEAMS • Length: One day Par cipants will network with other coaches to learn and discuss the perceived and actual roles of PBIS coaching, review the differences between internal and external coaching roles, become acquainted with PBIS assessment tools, and understand the founda on pieces of the er I/universal PBIS framework and how to lead their building team through er I/universal training. Coaches will learn how to iden fy strengths and priori es based on their schools’ self‐assessment surveys and how to create an ac on plan to be used by their schools’ PBIS teams in training and beyond. The specific content of this training will focus on:  defining roles, func ons, outcomes, and competencies of coaches  understanding system assessments  learning the roles and func ons of teams  understanding the importance and key features of er I/universal training Target Audience: Ideal par cipants include internal coaches at the universal level, external coaches, and building principals. This session is NOT appropriate for PBIS team members. Prepara on: Par cipants should bring district‐wide data such as:  discipline, achievement, and a endance data  school improvement plan  district or building vision or mission statement  building expecta on material (e.g., from TRIBES, CHAMPS, Responsive Classroom, if possible) Prerequisite:  building leadership a endance at the Administra ve Overview (AS50)  comple on of ac vi es outlined on school and district readiness checklists 6 TierI/UniversalTraining(U100,U200,U300)
Trainings:Behavior
For TEAMS • Length: Three days Training for the universal level of implementa on is split: days one and two are generally held consecu vely; and day three is held approximately six months later to allow teams to begin their PBIS implementa on. Day 1 (U100): Par cipants will learn the systems, data, and prac ces embedded in PBIS implementa on. The team will dra school‐wide behavioral expecta ons, create behavioral matrices, and plan for team development. Day 2 (U200): Par cipants will develop acknowledgement plans and charts differen a ng office‐managed and classroom‐managed behaviors, establish procedures for a con nuum of interven ons, evaluate the efficiency of “working smarter” among school teams, and create systems for effec ve mee ngs. Day 3 (U300): Par cipants will revisit essen al school‐wide systems (data, teaching, acknowledgement, and interven ons) and gain an understanding of essen al classroom implementa on systems and strategies. They will also explore team‐based problem solving. Target Audience: Key audience members include building teams of six to eight administrators, external and internal coaches, regular educa on teachers represen ng grade levels, special educa on teachers, social workers and/or psychologists, specials teachers, paraprofessionals, and family members. Prerequisites:  building leadership a endance at the Administra ve Overview (AS50)  coach and administrator a endance at C100  universal PBIS kickoff before a ending U300 TierII/IIIAdministrativeOverview(AA696)
For TEAMS • Length: Half day Having implemented PBIS at the er I/universal level, district‐ and school‐level leaders need to have a complete understanding of the process of implemen ng the next two levels. This understanding is essen al to allow them to provide necessary guidance and commitment of resources to school staff as they move through training and progress toward implementa on and sustainability. Part of implementa on and sustainability includes reposi oning personnel who coach and facilitate specific components; district and building administra on need to be aware of the essen al roles and func ons for effec ve and efficient er II/III implementa on so they are able to an cipate needs and plan accordingly. Target Audience: The target audience for this overview is district‐ and school‐level administrators (e.g., student services and special educa on administrators, curriculum coordinators, principals), PBIS coaches, external and internal coaches, school psychologists, social workers, and other staff who are typically in roles to support students with higher social/emo onal/behavioral support needs. Prerequisites:  Tier I/Universal training (U100, U200, U300) 7 TierII/SelectedTraining(S100,S200,S300,S400)
Trainings:Behavior
For TEAMS • Length: Four days throughout the year School PBIS teams, including administrators and coaches, par cipate in these four training days that consist of intense, interac ve, ac vity‐based prepara on for implementa on of er II PBIS. These are guided work days to begin developing and refining the systems, data, and prac ces necessary for sustainable er II implementa on. The objec ves are:  understanding the essen al components of posi ve support systems that provide behavior supports to 
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selected groups of students realigning student support systems including examina on of student service roles developing data rules for accessing, progress monitoring, and implemen ng interven ons with fidelity crea ng a con nuum of support from generic group‐based interven ons to focused, high intensity interven ons understanding early use of func onal behavioral assessment and interven on development Target Audience: This training is intended for school‐level er II teams of about six members. These teams should include building administrators, external and internal coaches, regular educa on representa ves, special educa on representa ves, social workers and/or psychologists. Prepara on: Before teams a end this training, their schools should have achieved a fidelity score on the Self‐Assessment Survey and the Benchmarks of Quality. Teams also need to complete the er II readiness checklist. Prerequisites:  comple on of ac vi es outlined in the er II readiness checklist  team a endance at all three days of Tier I/Universal Training (U100, U200, U300)  building leadership a endance at both the Administra ve Overview (AS50) and the Tier II/III Administra ve Overview (AA696) TierIIIAdministrativeOverview(AT50)
For TEAMS • Length: 1.5 hours, online This administra ve overview is designed to allow schools and districts to con nue the PBIS planning process, specifically addressing the commitments necessary for ini al and sustained implementa on of er III interven ons. Target Audience: A endance by both building and district level administrators is required. PBIS coaches and pupil service staff are welcome to a end as part of the leadership planning team. Prepara on: Ini al readiness and planning conversa on with your regional technical assistance coordinator Prerequisite: Approval by your regional technical assistance coordinator 8 TierIII/IntensiveSystemsOversightTeamTraining(T100)
Trainings:Behavior
For TEAMS • Length: One day Training will assist building leaders in determining initial capacity for effective and efficient tier III/intensive level supports for students with the greatest need, and plan for increasing capacity in future implementation. Each school‐based systems team will develop a process for identifying students for inclusion in the tier III intervention, progress monitoring student outcomes, and assessing the ongoing integrity of the intervention. Target Audience: This training should be a ended by a school‐based leadership team of up to six members, and should include an administrator, external coach, special educa on representa ve, and student service/
pupil service representa ve. Prerequisites:  team a endance at each day of Tier I/Universal Training (U100, U200, U300) and Tier II/Selected Training (S100, S200, S300, S400)  building leadership a endance at both the Administra ve Overview (AS50) and Tier II/III Administra ve Overview (AA696)  district and building leadership a endance at the Tier III Administra ve Overview (AT50)  two years of sustained fidelity scores on the Self‐Assessment Survey and Benchmarks of Quality  use of the Monitoring Advanced Tiers Tool and the Benchmarks for Advanced Tiers Tool  comple on of ac vi es outlined in the er III readiness checklist  approval by regional technical assistance coordinator TierIII/ComplexFunctionalBehaviorAssessment(TFBA200,TFBA300)
For TEAMS • Length: 12 hours (six live, online sessions); sessions to be scheduled 2‐3 weeks apart Each of these online sessions will introduce a key concept in the complex FBA/BIP process. Par cipants will be given opportuni es for structured prac ce during the session, and be given a related assignment to complete with a student/family/team as part of the FBA/BIP process, prior to the next online session. Target Audience: School personnel (two to ten individuals) who will have the responsibility of facilita ng the complex FBA/BIP; FBA/BIP facilitators commit to facilita on with at least two students, families, and teams in the course of the school year. Prepara on: Each par cipant will need access to a computer with a microphone, or a telephone line, for audio availability. A er registra on, par cipants will be provided with a link that will guide a very brief download process, giving access to the online mee ng format “Go To Training.” A endance at each of the six sessions is expected, as informa on and prac ce ac vi es are provided in a sequen al manner. Par cipants should have access to informa on, ar facts, and documents created by the Systems/Oversight Team, including intended capacity and data rules for inclusion in the Complex FBA/BIP process. Prerequisites:  team a endance at each day of Tier I/Universal Training (U100, U200, U300) and Tier II/Selected Training (S100, S200, S300, S400)  building leadership a endance at both the Administra ve Overview (AS50) and Tier II/III Administra ve Overview (AA696)  district and building leadership a endance at the Tier III Administra ve Overview (AT50)  two years of sustained fidelity scores on the Self‐Assessment Survey and Benchmarks of Quality  use of the Monitoring Advanced Tiers Tool and the Benchmarks for Advanced Tiers Tool  comple on of the er III readiness checklist  building leadership team a endance at the Tier III Intensive Systems Oversight Team Training (T100)  approval by regional technical assistance coordinator 9 TierIII/RENEW(TR200,TR300,TR400)
Trainings:Behavior
For TEAMS • Length: Three days Training for RENEW facilitators is split: days one and two are held consecu vely, and day three is held approximately two months later, to allow for ini al implementa on and teaming to occur. Target Audience: School personnel (two to ten individuals) who will have the responsibility of facilita ng the RENEW interven on; RENEW facilitators commit to providing the RENEW interven on to at least two students in the course of the school year. Days 1 and 2: Through instruc on, examples, prac ce, and feedback the focus of these two days will be:  learning the key features and phases of the RENEW process  understanding the roles and responsibili es of being a RENEW facilitator  developing fluency in the student engagement and futures planning (mapping) process  understanding the process of team development and facilita on and the components needed for implemen ng a successful plan  understanding what tools are available for progress monitoring Prepara on: Par cipants should come with informa on, ar facts, and documents created by the Systems/
Oversight Team, including intended capacity and data rules for inclusion in the RENEW interven on. Day 3: This training day will include specific case problem‐solving, u lizing a peer coaching model. Addi onally, par cipants will receive further informa on on con nued teaming, alterna ve credit op ons, expanding natural support, and planning for transi on. Prepara on: Each facilitator should complete the futures planning process (MAPPING) with at least one student prior to training Day 3, and bring MAPS with them to the training. Prerequisites:  team a endance at each day of Tier I/Universal Training (U100, U200, U300) and Tier II/Selected Training (S100, S200, S300, S400)  building leadership a endance at both the Administra ve Overview (AS50) and Tier II/III Administra ve Overview (AA696)  district and building leadership a endance at the Tier III Administra ve Overview (AT50)  two years of sustained fidelity scores on the Self‐Assessment Survey and Benchmarks of Quality  use of the Monitoring Advanced Tiers Tool and the Benchmarks for Advanced Tiers Tool  comple on of the er III readiness checklist  building leadership team a endance at the Tier III Intensive Systems Oversight Team Training (T100)  approval by regional technical assistance coordinator 10 TierIII/Wraparound(TW200,TW300,TW400)
Trainings:Behavior
For TEAMS • Length: three days Training for wraparound facilitators is split: days one and two are held consecu vely, and day three is held approximately three months later, to allow for comple on of ini al family engagement and teaming. Target Audience: interven on with families, students, and teams; wrap facilitators commit to providing the wraparound interven on to at least two students and families in the course of the school year. Days 1 and 2: Through instruc ons, examples, prac ce, and feedback facilitators will:  develop the skills needed to implement wraparound with fluency  understand the ten principles of wraparound  explain the four phases of wraparound  understand the steps for designing an ac on plan based on family and student strengths, needs, and culture across mul ple life domains  plan how to use data to guide decision making in iden fying students, progress monitoring interven on, and assessing fidelity of interven on Prepara on: Par cipants should come with informa on, ar facts, and documents created by the Systems/
Oversight Team, including intended capacity and data rules for inclusion in the wraparound interven on. Day 3: This training day will include case‐specific problem solving and consulta on, u lizing a peer coaching model. Addi onal content informa on will include crisis/safety planning, expanding natural supports of the student and family, and transi oning. Prepara on: Each facilitator should complete the engagement process (MAPPING) and ini al mee ng with at least one student/family prior to training Day 3, and bring MAPS and mee ng agenda with them to the training. Prerequisites:  team a endance at each day of Tier I/Universal Training (U100, U200, U300) and Tier II/Selected Training (S100, S200, S300, S400)  building leadership a endance at both the Administra ve Overview (AS50) and Tier II/III Administra ve Overview (AA696)  district and building leadership a endance at the er III Administra ve Overview (AT50)  two years of sustained fidelity scores on the Self‐Assessment Survey and Benchmarks of Quality  use of the Monitoring Advanced Tiers Tool and the Benchmarks for Advanced Tiers Tool  comple on of the er III readiness checklist  building leadership team a endance at the Tier III Intensive Systems Oversight Team Training (T100)  approval by regional technical assistance coordinator 11 SWISFacilitatorTraining
Trainings:Behavior
For INDIVIDUALS • Length: Two and a half days The School‐Wide Informa on System (SWIS) is a web‐based informa on system designed to help school personnel use office referral data to design school‐wide and individual student interven ons and generate reports. SWIS reports play a cri cal role in decision making. The training is intended to prepare facilitators to use SWIS and pass that knowledge to schools in their districts. A data‐based decision‐making model is presented. The training focuses on using SWIS, teaching others to use SWIS, working closely with schools to prepare for SWIS compa bility, and working with teams or coaches to apply a data‐based decision‐making model. SWIS facilitators have been most effec ve if they come to training with the following:  a clear role and dedicated me to work with mul ple schools to build capacity in the use of informa on 
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to improve the local social climate experience in presen ng workshops or trainings to teachers and/or administrators knowledge of computer word‐processing and spreadsheet programs experience working on the development of individual student and/or school‐wide behavior support systems interest in helping other people become more successful Target Audience: SWIS facilitators tend to be external coaches, but this training is open to any staff member. Prerequisites: See www.swis.org. 12 LeadershipandCoaching
Trainings:Systems
For TEAMS • Length: Six full days This series trains coaches to support schools and districts in the implementa on of all aspects of systems change through the Wisconsin RtI framework, including behavior, mathema cs, and reading at every level of support. Par cipants will learn to:  prac ce strategies for leading and coaching both teams and individuals for change in an RtI Framework, and suppor ng the implementa on of RtI for academics and behavior  establish coaching as the capstone of a systema c, ar culated professional development plan that is aligned with the district’s or school’s RtI framework  use the steps in the coaching format: ge ng started, determining goals, iden fying possibili es and obstacles, ac on planning, and commi ng to ac on  develop and demonstrate effec ve leadership and coaching skills and disposi ons, including listening, ques oning, self‐management, curiosity, building trust, encouraging reflec ve prac ce, giving feedback, crea ng partnerships, and facilita ng change  differen ate leadership and coaching strategies and styles in response to teacher knowledge, skills and needs, stages of change implementa on, and levels of team development Following the second session, par cipants will each enroll one coaching client and will conduct a minimum of five coaching sessions with these clients between sessions two and six. Target Audience: This training is appropriate for coaches (e.g., principals, central office leaders, teacher leaders, and internal and external coaches). Prerequisites:  have an in‐depth understanding of Wisconsin’s Framework for RtI  have a ended either the Wisconsin RtI Framework training and completed the School Implementa on Review or a ended the PBIS er I training and completed the Benchmarks of Quality  be commi ed to the implementa on of a coaching model as part of the district or school RtI UniversalDesignforLearning:AnOverviewoftheUDLFramework
andComponents
For TEAMS • Length: One full day Universal design for learning (UDL) provides educators with a structure to develop their instruc on to meet the wide range of diversity among all learners. UDL is a research‐based framework that suggests that a one‐
size‐fits‐all approach to curricula is not effec ve. Par cipants will learn about many aspects of UDL, including the principles, components, and interac vity with ini a ves and structures already exis ng in schools. Target Audience: This training is designed for individuals from any school level, such as principals, building leaders, general and special educa on teachers, curriculum directors and coordinators, and directors of pupil services. 13 Trainings:Systems
CulturallyResponsiveClassroomPractices
For TEAMS • Length: five days This training is designed for school‐ and district‐based teams who are interested in addressing equity issues, becoming more culturally competent, crea ng culturally responsive environments, and learning culturally responsive classroom prac ces and strategies. Culturally responsive classroom prac ces are directly linked to helping par cipants be er understand themselves and the students in their classroom as cultural beings. The training will focus on helping par cipants understand culture and diversity, and developing a philosophy of social jus ce and equality. Target Audience: This workshop is for teams of no more than six members. Teams should include one administrator, pupil services staff, and at least three classroom teachers. Please include individuals from a diverse racial/ethnic background. Non‐academic staff or family members are welcome. Prepara on: Par cipants will be provided reading material to be completed before the first session, and par cipa on in team ac vi es between sessions will also be required. Graduate Credit: One graduate credit will be available; a endance at all sessions are required to earn credit and to receive a cer ficate of comple on. 14 RtIFrameworkTools
What
Description
When
The name of the tool and where it can be accessed A brief descrip on of each tool How o en and what me of year this tool should be completed WisconsinRtISchool‐
wideImplementation
Review
Leadership teams complete the SIR to assesses their schools’ RtI frameworks and iden fy the implementa on level of specific prac ces within their schools. The SIR helps iden fy strengths and gaps and annually evaluates progress toward full implementa on of RtI. Annually prior to ac on planning This brief survey designed to be taken by all staff provides an overall percep on of RtI implementa on within that school. The results complement the results of the SIR and can be compared side‐by‐side. Annually prior to SIR comple on and ac on planning www.wisconsinr center.org RtIAll‐StaffPerception
Survey
www.wisconsinr center.org Self‐AssessmentSurvey
www.pbisassessments.org TeamImplementation
Checklist
PBISTools
www.pbisassessments.org Typically the SAS is the first PBIS assessment Annually in the fall administered in schools to get baseline data on PBIS implementa on and to assist schools obtain buy‐in from staff. The SAS is taken by all adults who work with students in school buildings. This short survey only contains 22 items. It is considered a progress monitoring tool for early implementa on; most schools taking the TIC have not yet reached fidelity. The TIC is completed by er I leadership teams, which reach consensus on each item. The following assessments are available to school leadership teams to take or administer throughout the year to evaluate their schools’ implementa on. These tools, available either from the Wisconsin RtI Center or the PBIS Assessments website, are free. ImplementationAssessment
BenchmarksofQuality
www.pbisassessments.org ClimateSurvey
www.wisconsinr center.org www.wisconsinpbisnetwork. org Quarterly Generally schools may stop taking this tool once they reach fidelity on one of the other PBIS Assessment tools The BoQ is the recommended tool for Annually in the spring assessing PBIS implementa on fidelity and readiness for er II and er III team training. It is completed by internal coaches and every member of PBIS teams. This anonymous survey assesses overall Annually school climate around factors (such as behavior, culture, academics, and safety) that can be used for ac on planning to build and sustain a posi ve school climate. This survey may be taken by staff, parents, and students. 15 What
Description
When
The name of the tool and where it can be accessed A brief descrip on of each tool How o en and what me of year this tool should be completed MonitoringAdvanced
TiersTool
This coach‐guided self assessment allows school teams to progress monitor their implementa on of ers II and III behavior support systems. Teams use the results to assess progress in implementa on and guide ac on planning. Quarterly This tool allows school teams to assess the implementa on status of their schools’ ers II and III behavior support systems. The results can be used to develop ac on plans for improving implementa on of ers II and III. Annually in the spring PBISTools
www.pbisassessments.org ImplementationAssessment
Benchmarksfor
AdvancedTiers
www.pbisassessments.org 16 The Wisconsin RtI Center offers a number of online modules for informa onal purposes; at this me, modules are not being offered as RtI trainings. For trainings, please see the lis ngs on previous pages. ClassroomManagementforAcademicEngagement
OnlineModules
www.wisconsinpbisnetwork.org/educators/pbis‐in‐ac on/FIXLINK This series consists of five parts: an overview, a classroom teacher overview; and three modules that cover rules and rou nes, acknowledgement systems, and consequence systems. Ac vi es in this series have been designed to be completed by individuals and/or school teams. Although the series was intended to be done sequen ally, if the data shows a school’s team has a par cular need, they may also use the module in sec ons. BalancedAssessment
www.wisconsinr center.org/educators/understanding‐r ‐a‐systems‐view/balanced‐assessment/ba‐
module.html This online module was designed to help educators and parents understand the balanced assessment system and RtI. It is divided up into four presenta ons, each including thought‐provoking ac vi es. The four presenta ons are:  Introduc on to a Balanced Assessment System  Forma ve Assessments  Benchmark Assessments  Summa ve Assessments FamilyEngagement
www.wisconsinr center.org/parents‐and‐family/understanding‐r /femodule.html Research shows that when families and schools work together, students do be er academically and behaviorally. Family engagement is essen al to fully develop RtI frameworks. For families, this module provides an overview on how RtI as defined in Wisconsin; for educators, it includes research‐based prac ces that can be used to engage families in RtI. This module answers the following ques ons parents may have about RtI:  What is RtI in Wisconsin?  How is RtI related to PBIS?  How is RtI related to the specific learning disabili es rule?  What is my role in RtI?  How can I help my child succeed in a school implemen ng RtI? The module consists of a video, which parents and educators may watch alone or in groups. The video has two parts: What is RtI? (20 minutes), and Family Engagement and RtI (10 minutes); the two parts may be watched together or individually. There are also extensive ac vi es provided to deepen RtI understanding. 17 PBISExternalCoachesForumsandNetworking
External coaching supports are split into forums and networking sessions. The forum is a one or one‐and‐a‐
half‐day, in‐person regional mee ng which is held annually. Two types of quarterly mee ngs augment the forum: half‐day networking sessions are held at CESAs, and two‐hour virtual mee ngs are held online. Par cipants will gain:  increased understanding of the roles and goals of external coaches  increased fluency around the core components of PBIS  improved understanding of linking PBIS to RtI for academics and the School Improvement Plan  knowledge of Benchmarks of Quality melines and procedures OtherSupports
 prac ce crea ng ac on plans using Benchmarks of Quality results Time will be allo ed for structured networking and explora on of resources available for coaches. Target Audience: This forum is for external coaches whose district or school administrators have already a ended the Administra ve Overview (AS50) and completed the readiness documents. Prepara on: Par cipants should bring ar facts, success stories, and/or data to share with other external coaches. If possible, external coaches should also bring a laptop to connect to the Internet. IntegratedNetworkingSessionsandTechnicalAssistance
Length: Par al days Developing an enduring and integrated system of supports requires planning with a framework in mind. The Wisconsin RtI Center and Wisconsin PBIS network technical assistance coordinators will facilitate a series of interac ve half‐day sessions that support implementa on of an integrated PBIS/RtI system. School and district leaders will receive technical assistance and opportuni es to network with peers while planning for fidelity and sustainability. Target Audience: District administrators, principals, RtI coordinators, PBIS and content area coaches, and educator leaders commi ed to implemen ng a culturally responsive mul ‐level system of support that addresses behavior and academics. AnnualPBISLeadershipConference
Length: one‐and‐a‐half days, plus op onal preconference This conference is held annually in August. It will give you knowledge and experience at the er I/universal, er II/selected, and er III/intensive levels of implementa on. Sessions include informa on about: 
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classroom systems parent partnerships PBIS founda ons enhanced implementa on evalua on high schools er II/ er III supports dispropor onality Target Audience: This conference is intended for school PBIS leadership team members who have already been trained in er I/universal. 18 WisconsinRtICenterRecognizedSchools
Schools of Merit implement academic RtI frameworks with integrity. Schools of Dis nc on sustain high quality implementa on for at least two years. All Wisconsin schools are able to apply for either level of recogni on. Schools applying to be Schools of Dis nc on will automa cally be considered for School of Merit recogni on if they do not meet the more stringent criteria. Schools of Merit show the following characteris cs:  Have sent a complete team (at least three people with administrator) to the Wisconsin RtI Center OtherSupports
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Founda onal Overview/Framework training Have self‐assessed at full implementa on on the School‐Wide Implementa on Review (SIR) during the current school year Have school leadership teams that meet regularly Have ac ve RtI coordina on and administra ve leadership Have established levels of support based on the Common Core State Standards Ac vely use data to ac on plan and guide implementa on Ac vely use student data for team‐based decision making and problem solving at both the systems and student level Schools of Dis nc on must meet ALL of School of Merit criteria in addi on to the following: 
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Have self‐assessed at full implementa on on the SIR during the current year and the previous year Have disaggregated data to use in to problem solving Have ac vely engaged families in their RtI implementa on Have implemented responsive prac ces in efforts to engage all students WisconsinPBISNetworkRecognizedSchools
Schools of Merit implement PBIS frameworks with integrity. Schools of Dis nc on sustain high quality implementa on for at least two years. All Wisconsin schools are eligible to apply for either level of recogni on. Schools applying to be Schools of Dis nc on will automa cally be considered for School of Merit recogni on if they do not meet the more stringent criteria. Schools of Merit show the following characteris cs: 
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Have been trained by Wisconsin PBIS Network‐approved trainers Have been trained in PBIS at er I Have demonstrated fidelity on the Benchmarks of Quality (70 percent or higher) Have school leadership teams that meet regularly Have ac ve coaching and administra ve leadership Have taught students and staff school‐wide expecta ons Ac vely use fidelity data to improve implementa on efforts Ac vely use student outcome data (Big 5) to problem solve Schools of Dis nc on must meet ALL of School of Merit criteria in addi on to the following:  Have demonstrated fidelity on the Benchmarks of Quality for two years; schools must have scored at least 80 percent in the current year and at least 70 percent last year  Have disaggregated data and problem solved using subgroup data  Have ac vely engaged families in PBIS implementa on  Have ac vely implemented PBIS in classrooms 19 WisconsinRtIE‐News
Subscribe and view archives: www.wisconsinr center.org/botnav/enewsle er‐signup.html This quarterly e‐newsle er covers all topics related to the ac vi es of the Wisconsin RtI Center and Wisconsin PBIS Network. Generally, the center publishes this newsle er on a quarterly basis. This short e‐newsle er contains valuable informa on such as what new tools are available on the websites, technical assistance opportuni es, and success stories from schools implemen ng RtI for academics and behavior (PBIS). OtherSupports
OnlineDiscussionBoards
www.wisconsinr center.org/discussion‐board‐landing.html www.wisconsinpbisnetwork.org/discussion‐board‐landing.html Two discussion boards are available for the general public. The public discussion board on the Wisconsin RtI Center website is open to all educators, administrators, parents, and community members to discuss ques ons about RtI, se ng up frameworks, tools, and best prac ces. The public discussion board available on the Wisconsin PBIS Network website offers a space to discuss ques ons and concerns specifically about PBIS. 20