Overview: Reviewing Your Selected
and Intensive Levels of Support
Facilitated by:
Sara Summ & Kao Moua Her
Regional Technical Assistance Coordinators
Leslie Connors
Principal – Franklin Elementary
August 19, 2014
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 PowerPoint 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.
Participant Outcomes
• Understand the essential
components of Selected and
Intensive levels of support
• Learn how a school has established a
culturally responsive multi-level
system of support focusing in on the
selected and intensive levels
Overview of Wisconsin’s
RtI Framework
Response to Intervention
Is
what?
Does
what?
An organizational framework
that
guides implementation of a
culturally responsive
multi-level system of support
to
For
what?
achieve academic and
behavioral success
for all
http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
CULTURALLY RESPONSIVE PRACTICES include
the degree to which a school’s programs,
practices, procedures, and policies account for
and adapt to the broad diversity of students'
race, language, and culture.
i.e., the students
and community
your school serves
Multi-Level System of Support
UNIVERSAL
SELECTED
INTENSIVE
What level and type of support does student need?
Well
below or
above
Can we verify need? If so, what is underlying need?
Moderately
below or
above
DIG DEEPER
Is student on track to meet or exceed outcome?
SCREEN
On track
MATCH SUPPORTS TO NEEDS
College & Career Readiness Outcome
Balanced
Assessment
Instruction
Collaboration
High quality
instruction
Regular
ongoing
collaboration
Formative,
benchmark &
summative
assessments
Universal PLUS
Intervention or
add’l challenge
Universal PLUS
Collaboration
Universal PLUS
Progress
monitoring
Universal PLUS
Intervention
Universal PLUS
Problemsolving team
Universal PLUS
Progress
monitoring
(well below)
or
IN LIEU OF Universal
(well above)
Universal Level:
Instruction, Assessments, &
Collaboration
• Provided for and about
all students in the school
Also referred to as core or
tier one
UNIVERSAL LEVEL OF
SUPPORT
Screening process
Ongoing team
collaboration
Data driven
Guided by protocols
Cultural competence
Family engagement
Summative, benchmark,
and formative assessments
Multiple measures
Culturally relevant
Fidelity implementation
Collaboration
Culturally
Responsive
Practices
High Quality Instruction
Driven by CCR/CCSS
Research-based practices
Differentiated
Culturally responsive
Fidelity implementation
Balanced
Assessment
UNIVERSAL LEVEL OF
SUPPORT
All learners have
access to Universal
level of support
Balanced Assessment
Collaboration
Culturally
Responsive
Practices
High Quality Instruction
Goal = 100%
proficiency with
grade level
standards/College
and Career
Readiness
RtI premise: In a
healthy system, 8090% of students’
needs can be met
by Universal
supports alone
Selected Level:
Instruction, Assessment, &
Collaboration
Provided for and about
students:
• With moderate learning
needs
• Above or below benchmarks
• In addition to universal
Also referred to as Tier 2,
supplementary, secondary
SELECTED LEVEL OF
SUPPORT
Regular collaboration
Guided by protocols
Content area expertise
Cultural competence
Student and family engagement
Collaboration
Digging deeper
Progress monitoring
Multiple measures
Cultural relevance
Student and family engagement
Culturally
Responsive
Practices
Balanced
Assessment
High Quality Instruction
Driven by CCR/CCSS
Menu of evidence-based
interventions and add’l challenges
Culturally responsive
SELECTED LEVEL OF
Provided in addition to
the Universal level of
support
SUPPORT
Think “groups” and
common needs above
and beyond the
Universal reach
Collaboration
Balanced Assessment
Culturally
Responsive
Practices
High Quality Instruction
RtI theory: In a healthy
system, 10-15% of
students are in need of
support at the Selected
level
Below benchmark: Goal
is success at the
Universal
Above: Goal is
accelerated growth
Intensive Level:
Instruction, Assessment, &
Collaboration
Provided for and about
students:
• With significant learning
needs
• Well below or well above
benchmarks
• In addition to (below) or may
be in lieu of (well above)
universal
Also referred to as Tier 3,
targeted, tertiary
INTENSIVE LEVEL OF
SUPPORT
Digging deeper and diagnostic
Frequent progress monitoring
Multiple measures
Cultural relevance
Student and family engagement
Frequent collaboration
High level of expertise
Guided by protocols
Cultural competence
Student, family, community engagement
Collaboration
Culturally
Responsive
Practices
Balanced
Assessment
High Quality Instruction
Highly focused interventions and
additional challenges
Driven by CCR/CCSS
High level of expertise
Culturally responsive
INTENSIVE LEVEL OF
Think “individualized”
and integrated
RtI theory: In a healthy
system, 1-5% of
students are in need of
support at the Intensive
level
SUPPORT
Collaboration
Balanced Assessment
Culturally
Responsive
Practices
High Quality Instruction
Below benchmark:
• Provided in addition to
the Universal level of
support
• Goal is success at the
Universal
Above benchmark:
• Provided in lieu of the
Universal level of
support
• Goal is accelerated
growth
Reflection: Think, Pair, Share
Squares with your thinking
New idea or way of thinking
Still a conflicting concept for you
Handout
C r e a tin g a n d S u stain ing
Selected and Intensive Levels of Support
Before beginning to collect data, first establish:
Outcomes
Screening
measures
Progress
monitoring
measures
Decision rules
and protocols
Interventions
and Additional
Challenges
C O L L A B O R AT I O N
ACCOMPLISH THROUGH
Multiple times throughout each
school year:
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match supports
to needs
Review data and
set goals
Dig deeper
At the end of each school year:
Evaluate and refine the process
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year:
Franklin Elementary School
Multi-Level System of Support
Building Our Future...One Child at a Time
About Franklin
Need for Action
Encouraging Results
C r e a tin g a n d S u stain ing
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Decision rules
and protocols
Interventions
and additional
challenges
C O L L A B O R AT I O N
ACCOMPLISH THROUGH
Multiple times throughout each
school year
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match needs to
supports
Review data and
set goals
Dig deeper
Ongoing Process
Evaluate and refine the process
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year
Developing Cultural Competence
“Seeds are only as good as
the soil in which they are
planted; likewise; school
structures and practices are
only as good as the
climate/culture in which
they are implemented.”
Anthony Muhammad
The Will to Lead, The Skill to Teach
Our Vision
Drives our System and Practices
The school expectation is that all students must be
successful academically and behaviorally.
Every child - - no matter who they are - - learns
Examples
in
Action!
C r e a tin g a n d S u stain ing
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Decision rules
and protocols
Interventions
and additional
challenges
C O L L A B O R AT I O N
ACCOMPLISH THROUGH
Multiple times throughout each
school year
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match needs to
supports
Review data and
set goals
Dig deeper
Ongoing Process
Evaluate and refine the process
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year
“We all have a hand in
making Franklin a great
school.”
Wisconsin’s Vision for RtI
• Structures to regularly review, analyze,
and act on student data and adult
practices
• Cultural competence
• Student and family engagement
• Multiple types of measures: quantitative and qualitative
• Student and implementation data
• Screening and progress monitoring
• Culturally relevant
• Student and family engagement
http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
Essential Elements
for Successful Team Collaboration
• Schedule times to collaborate and decide on an
agenda before meeting
• Teams based on trust
• Establish group norms
• Hold each other accountable
• Shift thinking from “my students” to “our
students”
• Divide responsibilities and meet deadlines
Staff Collaborative Team Schedule
• Mondays and Fridays – Tier 2/3 academic,
GCT and Tier 2/3 behavior meetings
• Tuesdays – professional development on the
week’s focus
• Wednesdays – analysis of student work
• Thursdays – designing instruction and
assessments
C r e a tin g a n d S u stain ing
Selected and Intensive Levels of Support
Before beginning to collect data, first establish
Progress
monitoring
measures
Screening
measures
Outcomes
Decision rules
and protocols
Interventions
and additional
challenges
C O L L A B O R AT I O N
ACCOMPLISH THROUGH
Multiple times throughout each
school year
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match needs to
supports
Review data and
set goals
Dig deeper
Ongoing Process
Evaluate and refine the process
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year
Wisconsin’s Vision for RtI
•
•
•
•
•
Based on CCSS
Research- and evidence-based practices
Engaging
Differentiated
Culturally responsive
http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf
Before beginning to collect data, first establish
Outcomes
Screening
measures
Progress
monitoring
measures
Decision rules and
protocols
Interventions and
additional challenges
Continuum of Supports
In addition to
Tier 3
More than a
year behind,
gaps and
misconceptions
from many
years
Instead of
Tier 2
Gaps and
misconceptions
disrupt
participation
Urgent Care
Keeps up
Thrives
Tier 1 ½
Excels
Tier 2
GCT
Years
ahead
Tier 1
*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics
Tier 1
• 75 minute block
• Inclusive, team teaching
• Technology-enhanced
personalized learning
• Differentiated
• Use balanced instructional
model:
• shared large group learning,
• small guided groups,
• and workshop experiences
that engage students through
rigorous collaborative and
independent practice using a
variety of venues
Tier 1
Mathematics
Urgent Care – Tier 1 Double Dosing
Examples
Student A
• Area of Need – Number sense
• Dose 1 = Guided math at grade level
• Dose 2 = Guided math at
instructional level
Student B
• Area of Need – Reasoning
• Dose 1 = Guided math at grade level
• Dose 2 = Dream Box
GCT
• Tier 1 ½ - spiraling of math skills in addition to
inclusion of learning pathways based on
student voice and choice
• Tier Two deep focus on application of skills to
real life, relevant situations
Digging Deeper
ALL
Some
Few
• NWEA MAP Assessment (grades 1-5)
• Number Sense Screener
• District Formative Assessment
• Analysis of Qualitative Data
• Diagnostic Assessments
Matching
Needs
and Supports
“We evolve
as the
kids evolve.”
Finding time to
meet a range of
learner needs
beyond Universal
30 minute math breakout
Purpose and Goals
of Math Breakout
• To fill number sense gaps that
were prohibiting students from
moving forward in math and
achieving at their grade level
• To provide an opportunity for
students to achieve mastery in
number sense concepts; giving
them time to learn and apply
their new learning
Math “Breakout”
• All students have math breakout 4 times a week
for 30 minutes
• Teachers group students according to need,
based on common assessments, and separate
into groups for 4-6 week sessions
• Specific differentiated instruction based on
research, focused on number
relations/operations and spiraling math strands
• Progress is monitored by the child-teacher team
daily and by a collaborative teacher team
weekly and monthly
Constant Evolution…
If students need to change groups during a
round of math intervention, the teachers decide
together where they fit best and move them
right away.
Wrapping Up an Intervention
Teachers reassess their homeroom
students beginning where they left off.
Purpose:
• Ensure the transfer and mastery of skills
acquired during intervention
Encouraging Results:
Intervention Assessment Data
Year One 2010-11
Mid Year Check
Year Three 2012-13
Mid Year Check
Foundations
of Number
Sense
(Numbers up
to 10)
5% of students (7)
2% of students (3)
Completion
of Number
Sense
Screener
2% of students (3)
18% of students (35)
Students Achieving MASTERY
WKCE
Same cohort group
2009
3rd – 79%
2010
4th - 80%
2011
5th - 80.9%
2012
MAP
Met growth target
(K-5)
Less than 70%
(K-5)
79.1%
(K-5)
79.5%
(K-5)
77.7%
C r e a tin g a n d S u stain ing
Selected and Intensive Levels of Support
Before beginning to collect data, first establish:
Outcomes
Screening
measures
Progress
monitoring
measures
Decision rules
and protocols
Interventions
and Additional
Challenges
C O L L A B O R AT I O N
ACCOMPLISH THROUGH
Multiple times throughout each
school year:
Screen students
and organize data
Monitor progress
and adjust
accordingly
Match supports
to needs
Review data and
set goals
Dig deeper
At the end of each school year:
Evaluate and refine the process
W H I L E D E M O N S T R AT I N G
Plan logistics
C U LT U R A L C O M P E T E N C E
Then, at the start of each school year:
Upcoming RtI Events
http://www.wisconsinrticenter.org/event/all.html
Wisconsin RtI Center Professional Development
www.wisconsinrticenter.org  Upcoming Events
Wisconsin RtI Framework Training (Elementary &
Secondary) (2 days)
Screening & Progress Monitoring (2 days)
Reviewing Universal K-5 Reading Instruction (3 days)
Reviewing Universal K-12 Math Instruction (3 days)
Leadership & Coaching for RtI Implementation (6 days)
Integrated Networking and Technical Assistance
Universal Design for Learning Overview (1 day)
Reviewing Selected & Intensive Levels of Support (1 day)
Culturally Responsive Classroom Practices (4 days)
Contact your Technical Assistance Coordinator for
more information:
Heidi Erstad, Liz Gaebler
Kao Moua Her, Lynn Johnson
Jill Koenitzer, Sarah Nelson
Dan Seaman, Sara Summ
http://www.wisconsinrticente
r.org/regionalcoordinators.html
Thank You!