Programming

Chippewa Falls Area Unified School District follows the Wisconsin DPI Equitable Multiple-Levels of Systems of Support, formerly known as RtI.  This system has a process to identify student needs, assist teachers with differentiation and design specialized plans for individual students when necessary.  

This is done within the classroom by the teacher, student teacher, educational support personnel, or parent.  Professional learning communities, instructional coaches, or gifted specialist can help with ideas for differentiation.  

If a student is demonstrating high levels of knowledge and mastery in the informal pre- assessment, teachers may want to move to the formal pre-assessments for documentation purposes, then provide classroom differentiation.

Using appropriate differentiation, classroom instruction can reach 1 1/2 - 2 yrs below and above grade level being taught.  

• Most difficult first

• Curriculum compacting

• Learning contracts

• Self-paced curriculum - text or technology

• Different leveled texts and/or different types of texts

• Tiered assignments - readiness, challenge/complexity, structure, abstraction, support, learning preference

• Enrichment options available through textbook

• Learning centers/stations/rotations

• Journals

• Choices: choice boards, tic-tac-toe, RAFTs, two-by-two

• Content - what they learn

• Process - how they learn it

• Product - demonstration of knowledge/learning

• Depth - going deeper into topic

• Complexity - cross curriculum + higher level of Bloom’s or DOK

• Expand, explore, and expose those Common Core Standards not taught in as much depth

• Intervention/enrichment time

• Grouping

This is done within the classroom and/or during intervention/enrichment time by the teacher, student teacher, building collaboration team, educational support personnel, or parent. Professional learning communities, instructional coaches, gifted specialist, student success team, parents, student or administration can help with ideas for differentiation and how it may be managed. 

The key component at this level is that the student receives extra time in the area of need.  

• Interest inventories

• Learning profiles

• Parent input

• Progress monitoring

• Reading benchmarks

• Portfolio of work

• Placement tests

• Out of level assessments

• Individual screeners

  • TOMAGS - Test of Mathematical Abilities for Gifted Students

  • SAGES - Screening Assessment for Gifted Elementary and Middle School Students

  • PCA - Profile of Creative Ability

• Intervention/enrichment time 

• Small groups

• More problem solving and logic

• Mentors

• Independent studies

• Problem based learning

• Self-paced - text or technology

• In-school extracurriculars

• Higher level literacy skills

• Curriculum compacting

• Modified scheduling

• Pull-out program

This can be done within the classroom, during intervention/enrichment time, or in an alternative setting.  Many people are involved at this level of service.  Formal assessments are done by a gifted specialist and a school psychologist. The parents, school counselor, principal, and any other person involved with the student will be working together to look at needs and create a plan for the student.  

Students come to Tier 3 level by having experiences in strong universal differentiation and Tier 2 experiences.   

• WISC - Wechsler Intelligence Scare for Children, 3rd Edition

• Woodcock Johnson Test of Achievement

• Iowa Acceleration Scale

• Subject area acceleration

• Grade level acceleration

• Formal mentorships

• Advanced learning plans

• Replacement/on-line courses

• Concurrent enrollment