RtI is defined as the integration of “assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavioral problems. With RtI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidenced based interventions and adjust the intensity and the nature of those interventions depending on the student’s responsiveness, and identify students with learning disabilities or other disabilities” (National Center on Response to Intervention).
The WDE has developed a guidance document that establishes a common language and understanding for schools, districts, and other stakeholders. The RtI procedures and practices are offered as guidance that is intended to be descriptive, but not prescriptive. Schools can individualize this flexible framework based on contextual factors, such as student outcome, data, and demographics.
Wyoming’s critical features are listed below. These features are inter-dependent and are all essential for the implementation of a sustainable, system-wide framework.
- A multi-level instructional and behavioral system to prevent school failure.
- Multiple sources of data for problem-solving.
- A collaborative problem-solving process that integrates assessment and instruction.
- Strong instructional leadership to facilitate implementation and sustainability.
- Parental/family involvement.
The WDE, through funding from the State Personnel Development Grant (SPDG), provides professional development in a braided model of academic and behavioral supports known as the Wyoming System of Instructional Supports (WySIS). WySIS professional development addresses the critical features of RtI and PBIS and supports a school’s implementation through a coaching model.
The WDE also has an RtI policy for Special Education when using RtI for determining SLD eligibility.