Each year, the Wisconsin RtI Center publishes a report documenting school and district level implementation of equitable multi-level systems of support. The 2017-18 RtI Center Report outlines the professional learning the RtI Center offers, academic and/or behavioral assessments staff complete, and positive outcomes related to implementation and sustainability of equitable multi-level systems of support.
Recently, the RtI Center added “Vision in Action” stories to the annual report. These stories promote the positive academic and behavioral outcomes based on the unique work taking place at the individual school level. Their stories are outlined below with links to the short videos published by the Wisconsin RtI Center and PBIS Network.
The leadership team at Valley View Elementary in Ashwaubenon elected to change the master schedule in order to provide time for sound core instruction, along with time for intervention and enrichment. Time for teachers to collaborate was also a priority within the new schedule, helping to build relationships among staff. Their work to create a more welcoming environment for all students has resulted in better attendance rates.
Educators at Clovis Grove Elementary focused on three overarching goals, including implementation of a co-teaching model, a focus on trauma-informed practices, and use of tier two strategies to better connect with students. All of this work paid off with reductions in office referrals and students suspensions.
This small school assigns incoming students an advisor that they stay with each year. They also implemented a flexible time period for students to receive support and/or enrichment. Each strategy helps educators build stronger relationships with students while allowing for the flexibility students need to take ownership of their learning. The school had a 100% graduation rate last year.
North Middle School built an academic intervention system based on strategic use of their universal and behavior data. They also built processes to include student voices in school decisions. Both strategies have helped reduce the number of suspensions each year.
After noting the increase of students on the Check-in, Check-out (CICO) selected level of support, educators revisited their universal level. They built in monthly professional learning opportunities for staff to learn about social and emotional learning skills, which reduced the number of students needing CICO while building community and reducing suspension rates.