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:

Equity

• Learners have access to resources and educational rigor they need at the right moment
• All learners can and will achieve at high levels
• Practices, curriculum, and policies respect the identities and cultures of learners and families (View Culturally Responsive Practices document in a new window)

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

Collaboration

• 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