Continuum of Supports Implementation Tools
At the Wisconsin RtI Center, our mission is to build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure success for all students. Maintaining a continuum of supports is a critical component of implementation.
A continuum of supports is defined as: a range of system-wide instructional and collaborative practices of varying intensity beginning with the universal level and continuing beyond to address the needs of all.
The center has grouped supportive tools into categories that:
1. Work across all levels of support
2. Pertain to the universal level of support
3. Apply to selected and intensive levels of support
Automated Tracking Tool
The purpose of the Multi-level Systems Participation and Progress Analysis Tool is to provide aggregated information of student participation and progress in a multi-level system of support. The tool provides a visual graph of a triangle with percentages of students participating at the universal/tier 2 level and receiving additional intervention supports at the selected/tier 2 and intensive/tier 3 levels in the content areas of behavior, reading, and math.
Selecting Tools for Screening and Progress Monitoring
The National Center on Response to Intervention (NCRtI) has developed charts for schools to use as they select RtI tools. This document was created in an effort to help schools further evaluate the numerous screening and progress monitoring resources listed on the NCRtI website and other websites.
Early warning systems are considered key tools for universal screening in a culturally responsive multi-level system of support at middle and high school by analyzing readily available assessment, attendance, behavior, and course performance data. These indicators are most frequently used for screening for students who may not move on to the next level or who may not be college and career ready.
As Wisconsin middle and high schools develop their culturally responsive multi-level systems of support, the collection, analysis, and use of data needs to reflect new paradigms. Multiple risk metrics allow schools to clearly quantify disproportionality when applied to universal screening practices, such as early warning systems.
Supporting Advanced Learners:
This article explains the steps involved in implementing a culturally responsive multi-level system of support that can address the needs of all students, with a focus on students who could benefit from more challenges.
Addressing the importance of collaboration in providing support for advanced students, this article covers collaborative team functions, critical considerations for collaborative structures, and provides a list of questions to get teams started.
This article underscores the importance of coordinating systems of supports in order to ensure students are receiving the supports they need, and instructor time is used with the utmost efficiency.
This tool assists school and district teams in identifying research- and evidence-based additional challenges.
Risk Ratio Calculator
Risk ratio is one way to examne the equity of outcomes between different groups. Examining school-wide data to determine risk is one way to evaluate how well your practices are meeting the needs of your students.
This module describes what risk ratio is, how it is used, and how to calculate risk ratio in your district or school.
The resource featured below helps schools to implement their universal level of support within the continuum.
This bank provides teachers with strategies and practices that can be used in the classroom to support instruction in the Wisconsin State Standards for English Language Arts and Literacy in All Subjects. These strategies and practices have been proven effective through research and classroom practice.
The next set of resources assist schools in implementing their selected and intensive levels of support for students within their continuum of supports.
The Wisconsin Department of Public Instruction developed this document offering guidance in the form of questions teams should ask to determine the usefulness of particular interventions and additional challenges in schools.
The Wisconsin RtI Center has developed a set of independent learning modules to guide schools through the key features associated most directly with the selected and intensive levels of support.
In this tool, schools enter their total enrollment and the number of students receiving and responding to each selected/tier2 and intensive/tier 3 intervention offered at their school each month. The tool then graphs the percent of students responding to each intervention each month.
This tool allows schools to enter total enrollment to provide context for them to look at the number of students receiving and responding to each of the tier 2 and tier3 behavior interventions offered at their school each month. The tool then graphs, month-by-month, the percent of students who are responding to each intervention.