Wyoming Department of Education > For District Leadership > Special Education Programs > WySIS

Contact Information

Christine Revere
(307) 857-9262
Rick Hunter
(307) 857-9251

About The Program

WySIS trainings promote a tiered approach to academics and behavioral instruction. WySIS teaches schools and districts how to implement systems change with a Response to Intervention (RtI) framework to meet the academic and behavioral needs of all students in general education as well as special education. This system is based on the concept that everyone in education is responsible for student learning. Educational gain is not dependent on programs, placements, disability labels or risk factors, but on targeted instruction and thoughtful planning of districts and staff. Intervening services are grounded within general education and are not solely a special education initiative.

The RtI process complements the elements of school improvement that employ a systematic model of continuous data analysis, collaborative problem solving, and implementation of scientifically research-based practice at the district and building levels in order to impact positive change. The collaboration among key stakeholders (general and special educators, administrators, parents and support service providers) aligns with the WDE mission and goals to support the academic achievement of Wyoming students.

Through trainings and coaching visits WySIS provides opportunities for districts and schools to continuously improve their systems of supports both academically and behaviorally through the implementation of RtI, a graduated system of analysis, implementation, and reflection. Selected sites receive specific training in the implementation of systems change in academics and Positive Behavioral Interventions and Supports (PBIS), a tiered model for resource allocation and intervention that addresses behavioral needs.

National Performance Goals states that “All students will be educated in learning environments that are safe, drug-free and conducive to learning”. Many schools lack the expertise to develop practices and systems to create learning environments that improve the academic and behavioral outcomes of students (Sugai et al., 2000; US General Accounting Office 2001).