The Wisconsin Rapids Public School District uses the Response to Intervention (RtI) three-tiered model to provide appropriate services for all students including those with intellectual and academic gifts and talents. Since RtI is a District-wide initiative it is an effective way to provide systematic and continuous services beyond the core curriculum. It must be implemented using culturally-responsive and evidence-based practices. It requires effective building leadership and ongoing collaboration among educators with a motto of “all educators for all students”.
The RtI process provides students with:
- high quality differentiated core instruction
- ongoing assessments to identify learning needs
- a tiered system of evidence-based interventions to meet identified learning needs
- progress monitoring to ensure that interventions are appropriate and are resulting in adequate student growth RtI creates an integrated and seamless continuum of service for students.
For additional information on the Wisconsin Response to Intervention model please refer to the following website: http://dpi.wi.gov/rti/
TIER 1: ALL students receive high quality, culturally responsive, research-based, core instruction aligned with State Standards and differentiated to match their advanced learning needs. Differentiation is NOT additional work; it is different work.
Techniques may include, but are not limited to:
Teachers and other professional staff members continually review data from a balanced system of formal and informal assessments including screeners, pre-assessments, reading benchmark data, standardized test results, classroom assessments and teacher observations. This data is used to identify student learning needs, monitor and document progress and adjust instruction as needed. Counseling support is provided to students as needed.If Tier 1 differentiated instruction is not enough to keep a student learning at an appropriate level and pace, the teacher will contact the GATES Coordinator to collaborate on the provision of Tier 2 gifted interventions.
Signs that a student has learning needs beyond Tier 1 may include:
Tier 2: Small groups of students receive strategically targeted instruction based on deepened learning goals. Creative scheduling and staffing may be required to create flexible grouping opportunities which allow gifted students to work with others of similar ability.
Tier 2 gifted interventions may include, but are not limited to:
Tier 3: At the SIT meeting, parents and school staff will review the data and collaborate to create an intervention plan to meet student needs. Intervention at Tier 3 is individualized and intensive. It typically replaces most or all of the grade-level core instruction in one or more content areas.
Tier 3 Interventions may include, but are not limited to:
Extensive counseling support is provided for course and career planning as well as for addressing the social/emotional concerns of the gifted student.
***For a visual representation for how the Tier 1, Tier 2 and Tier 3 information is defined, please open the file attachment below named "Teacher Responsibilities."