Module Facilitator
Guide
Reviewing Your Selected and Intensive Levels of Support
Through your experience with these self-selected modules, your team will critically examine what currently exists and what is missing from your
selected and intensive levels of support. The modules will then lead to the planning for and/or refining of your levels of support in those critical
areas. The module format was created to engage differentiated learners while recognizing that each team may navigate through them
differently. This guide provides a suggested order of recommended activities in which to engage in each module.
Preview of the Module Experience:
1.
2.
3.
4.
5.
Select a module and then select a scenario
Read module narrative with a close reading activity
Review vocabulary terms for common team understanding
Complete guiding questions to capture current status
Read scenario individually and then analyze with team
6. Create a “desired future” via comparative analysis
7. Identify priorities requiring action
8. Explore and identify resources that address priorities
9. Create a plan of action
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this document and for the
continued support of this federally funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all
or part of this material. The contents of this document were developed under a grant from the U.S. Department of Education (CFDA #84.027). However, these contents do not necessarily represent the
policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Reviewing Your Selected and Intensive Levels of Support
Module Facilitator Guide
Contents
STEP ONE: SELECT A MODULE AND SCENARIO(S) ........................................................................................................... 3
STEP TWO: READ THE MODULE NARRATIVE - CLOSE READING ACTIVITY ............................................................ 4
STEP THREE: REVIEW VOCABULARY TERMS FOR COMMON TEAM UNDERSTANDING ...................................... 4
STEP FOUR: COMPLETE GUIDING QUESTIONS TO CAPTURE CURRENT STATUS .................................................. 4
STEP FIVE: READ AND ANALYZE THE SCENARIO(S) ........................................................................................................ 5
STEP SIX: CREATE A DESIRED FUTURE VIA COMPARATIVE ANALYSIS .................................................................... 5
STEP SEVEN: IDENTIFY PRIORITIES REQUIRING ACTION ............................................................................................. 6
STEP EIGHT: EXPLORE AND IDENTIFY RESOURCES THAT ADDRESS PRIORITIES ............................................... 6
STEP NINE: CREATE A PLAN OF ACTION .............................................................................................................................. 6
ADDENDUM A: TEAM GLOSSARY............................................................................................................................................ 7
ADDENDUM B: DEVELOP YOUR SYSTEMIC LANGUAGE (OPTIONAL) ........................................................................ 8
ADDENDUM C: GUIDED DISCOVERY ...................................................................................................................................... 9
ADDENDUM D: ACTION PLANNING NEXT STEPS ............................................................................................................10
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STEP ONE: Select a Module and Scenario(s)
Module
Each module corresponds to one of the “components” critical to your selected and intensive levels of support. The modules are:




Establishing Collaborative Structures
Selecting Interventions and Additional Challenges
Planning Logistics
Digging Deeper



Matching Supports to Needs
Progress Monitoring and Adjusting Instruction
Evaluating and Refining the Proces
Select which module your team is going to work on now.
Scenarios
In order to interact with any module, a Wisconsin scenario is a critical piece to do the activity and absorb learning within. These
scenarios are narrative school stories that highlight factors critical to the selected and intensive levels of support within Wisconsin’s
RtI framework. The scenarios serve these purposes:



To ground learning in Wisconsin school examples
To learn through reading a descriptive narrative that shows how schools have operationalized the component
To recognize that ALL the components work together and connect to the universal level of support
Review the listing of scenarios on the right hand side of the webpage. Choose the scenario(s) that best matches the lens of learning
that your team would like to use when engaging in the module chosen. Your team may choose to select one scenario as an anchor
for later reference or may choose to divide and conquer, bringing to bear multiple perspectives as part of your module experience.
Now that the module and the anchoring scenario have been determined, let’s move through the module sections bulleted above by
following the recommended order of activities below.
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STEP TWO: Read the Module Narrative - Close Reading Activity
1. Individually read the narrative section of the module. As you are reading:
 Underline and star sections that you feel are strongly in place at your school and where your team has solid current
understanding.
 Circle sections that you feel are gaps of understanding or missing practices at your school.
2. After each teammate has completed underlining and circling, come together to gather the common thoughts. As the facilitator,
capture these strengths and gaps in self-determined note or graphic form that works for your team.
STEP THREE: Review Vocabulary Terms for Common Team Understanding
To calibrate the team’s common understanding of vocabulary terms related to this module:
1. Review and discuss the terms listed. Consider allowing individual reflection and notes first, and then move to a whole group
discussion.
2. Star the terms that have clear consensus in understanding:
 Circle terms that may cause confusion amongst the team.
 Use the provided center glossary for cross-reference and to create clarification on the “sticky” terms.
3. Capture the determinations made on term definitions in Addendum A: Team Glossary.
Note: Addendum B is a further-detailed, school-based activity that allows your team to address the systemic use of terms back
within the district/school. Consider adding this as one of your action steps within the upcoming action plan.
STEP FOUR: Complete Guiding Questions to Capture Current Status
Each module contains a list of aligned guiding questions. Review and then select the guiding question(s) your team will address. Base
your selected questions on the areas your team deems most critical at this time. This can be all, some, or one of the provided
questions. As this module experience continues, these guiding questions will lead to priorities and then action planning.
1. Copy your chosen question(s) in the chart provided in Addendum C, Column 1.
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2. Facilitate a team discussion to capture response to the question(s) as it pertains to the current status back in your school.
Consider allowing for individual reflection and notes before moving to a whole group discussion.
3. Capture the collective, consented response about your current baseline status in the table: Addendum C, Column 2.
STEP FIVE: Read and Analyze the Scenario(s)
Reading and digesting the scenario will take time and brain power!


Read the scenario individually and in its entirety.
Individuals are encouraged to capture notes on their learning as it directly relates to the guiding question(s) chosen.
Use Addendum C, Column 3 “Notes from Scenario” to log your notes of learning or choose a way (i.e., highlighters, Post Its, etc.)
that works for individuals.
After the scenario is read, facilitate a team discussion capturing reaction and learning, again in direct relation to the guiding
questions. Have team members share key pieces of learning that occurred and questions/areas to seek clarification.
STEP SIX: Create a Desired Future via Comparative Analysis
It is now time to participate in a thoughtful comparative analysis of your current state as it relates to the operationalized examples
showcased in the scenario you chose, as well as the module narrative. By comparing/contrasting your current state versus the
learning from the scenario and module narrative, articulate a desired future state for your building.
1. Revisit the same guiding questions captured in Addendum C.
2. Individually compare/contrast your current state vs. the content of the scenarios and narrative. Capture your individual “desired
future” notes around each question chosen.
3. Facilitate a team discussion to arrive at a collective, consented response to each question(s) in the context of a desired future
state for your building. Use Addendum C Column 4.
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STEP SEVEN: Identify Priorities Requiring Action
Review the content of the questions and responses in Addendum C, whether in the questions, the current or desired state, or notes.
Determine which statements your team agrees are critical priorities - and the area in which to plan action - in an effort to achieve
the desired future status. Capture these in Column 4.
Example
1. GUIDING QUESTION
What is our menu/continuum of
support?
Priority: Create a menu of mathematics
interventions for varying levels of
support
2. CURRENT STATUS
Our building has determined intensive
(tier 3) interventions in place for
reading. We have an organized list. All
teachers know which interventions to
choose from around each area of skill.
We do not have menu for mathematics.
Each teacher picks and chooses based
on their own expertise and knowledge.
3. Notes from SCENARIO
coordinated system of response to
support learners
coordinated continuum of supports is
the first critical step in creating a
system that responds quickly and
effectively
collaborative team with expertise
resource mapping, or laying out on a
grid all of the interventions
4. DESIRED FUTURE
We want a predetermined menu of
interventions for mathematics for
varying intensity of student need,
matched to our diverse learners.
All teachers are aware of which
mathematics interventions are aligned
to which skill area of need so students
efficiently get access to the high quality
supports.
STEP EIGHT: Explore and Identify Resources that Address Priorities
Many resources and tools have been listed within each module. The resources have been created from the guiding questions and
then organized around the anticipated priorities that will arise. While many are listed, they are organized to allow for a team to
identify a few that pertain to their priority.
1.
2.
3.
4.
Find the section of resources that best aligns to your priority area.
Read the descriptions to determine whether the resource will be of use in addressing your priority area.
Begin reviewing the resources to determine which ones will assist in your priority area.
Transfer resource information to Addendum D, Action Planning for Next Steps (see step 9).
STEP NINE: Create a Plan of Action
Action plan around the priority your team determined. See Addendum D, Action Planning for Next Steps.
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Addendum A: Team Glossary
Term
Agreed-Upon Definition
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Addendum B: Develop Your Systemic Language (Optional)
Creating or using a set of shared working definitions is central to ensuring that your team is headed in the same direction. Using common terms
and holding common understanding is paramount to a systemic and systematic process in the building.
Materials needed:



Post-Its
Set of terms critical to the component you are developing
RtI Center definition of the terms for each component
Directions for facilitator of activity:
Select the terms for which there is no consensus. Complete this activity for each critical term:
A. Have each team member write down on a Post-It her/his definition for the term. Limit this to a one-minute write! This will ensure that
each team member identifies what s/he believes are the term’s key features.
B. Have each team pass the definition to the team member to the right.
C. Instruct team members to silently read each definition then pass the definition on to the right. Continue passing all definitions around
the table until each team member has her/his original definition.
D. Now that all definitions have been read, have each team member revise her/his definition to incorporate any elements of teammates’
definitions they want to include in their own. Limit this revision process to 30 seconds.
E. Instruct team members to again silently read each definition. This time, team members should identify the definition that best
represents the group’s consensus to become the working definition of the term for the team.
F. Put this term and consensus definition in your team glossary (Addendum A).
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Addendum C: Guided Discovery
What do we need to think about? Where are we now? Where do we want to go?
1. GUIDING QUESTION
2. CURRENT STATUS
3. SCENARIO NOTES
4. DESIRED FUTURE
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Addendum D: Action Planning Next Steps
MODULE:
Priority Area(s) Identified:
Desired Future Status around Priority:
Actions
Who
When
Resources
Indicators of Success:
(List line items from the Schoolwide
Implementation Review [SIR] where
growth will be measured)
Positive Outcomes: (What
positive measurable outcomes do we
expect to occur for students, staff
and parents when this plan is fully
implemented?)
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