Equitable Multi-Level System of Support – RtI and PBIS

  • Wisconsin Definition of Equitable Multi-Level System of Support

    Systematically providing differing levels of supports (interventions/additional challenges, collaborative structures, monitoring of learner progress) based upon learner responsiveness to instruction and intervention.

    D.C. Everest Equity Mission Statement: “We Believe in Equity and Dignity for ALL in our D.C. Everest Community”

    Key Features of Equitable Multi-Level Systems of Support:


    High Quality Instruction

    • Academic and early learning standards, behavioral expectations, and social and emotional competencies are identified
    • Rigorous and relevant curriculum is aligned to standards and values
    • Teaching strategies are differentiated, universally designed, and culturally responsive (View Accomodations, Modification, Interventions document - opens in a new window)
    • Educators are supported through training and coaching

    Strategic Use of Data

    • Multiple forms of data are used to screen/monitor reading, writing, math, and social/emotional wellness
    • Learners who may need to improve specific areas or who may need additional challenges are identified
    • Students who are receiving interventions are progress monitored
    • Leadership teams review overall effectiveness of supports


    • Goals are shared within and across teams
    • Authentic dialogue, learning, and planning takes place among learners, staff, families, and the community

    Family and Community Engagement

    • Families are key collaborators: embrace, engage, and empower
    • Partnerships with community agencies create more comprehensive, fluid, accessible supports for learners and families

    Continuum of Supports

    • Supports are built to match the range of learners’ developmental, academic, behavioral, social, and emotional needs
    • Supports are equitable and appropriate and are modified and adjusted fluidly based on data

    Strong Universal Level of Support

    • Learners experience good first teaching based high standards and expectations
    • Educators use evidence-based and culturally responsive classroom management, curriculum, instruction, and assessment practice with fidelity
    • Instruction meets the needs of at least 80% of learners (both overall and disaggregated populations)

    Systemic Implementation

    • Policies, programs, practices, roles, and expertise are aligned and coordinated
    • System is continually monitored and evolves to meet the needs of learners

    Strong Shared Leadership

    • Leadership teams represent multiple perspectives
    • Leadership teams meet regularly to determine needs, establish goals, use evidence-based practices, and create action plans
    • Leadership teams foster open communication and coordinate support through resources, professional development, and coaching

    Positive Culture

    • All stakeholders share an unwavering commitment to the success of every learner
    • Positive relationships and shared expectations foster a strong sense of community, identity, and belonging

    Evidence-Based Practices

    • Local data is used to select evidence-based programs and practices that ensure equitable access
    • Positive outcomes are achieved when evidence-based practices are implemented with fidelity

    Adapted from Wisconsin Department of Public Instruction, 2017

    Rev. 08/20/22

dpi continuous improvement graphic