Rev. 08/16/17 1

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. DCE 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

x Learners have access to resources and educational rigor they need at the right moment x All learners can and will achieve at high levels x Practices, curriculum, and policies respect the identities and cultures of learners and families

High Quality Instruction

x Academic and early learning standards, behavioral expectations, and social and emotional competencies are identified x Rigorous and relevant curriculum is aligned to standards and values x Teaching strategies are differentiated, universally designed, and culturally responsive x Educators are supported through training and coaching

Strategic Use of Data

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

Collaboration

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

Family and Community Engagement

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

Continuum of Supports

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

Strong Universal Level of Support

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

Systemic Implementation

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

Strong Shared Leadership

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

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

Evidence-Based Practices

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

Adapted from Wisconsin Department of Public Instruction, 2017

Equitable Multi-Level System of Support – RtI and PBIS Everest System of Support (ESS) - D.C. Everest Area School District

Classroom teacher reviews universal screening data (fall, winter, spring for K-10) or classroom behavioral baseline data.

Student did NOT meetexpected benchmark.

Student exceeded expected benchmark.

Student met expected benchmark.

Classroom teacher

continues assessing to find student’s instructional

level.

Classroom teacher provides additional intensity of

challenge based on student need (if appropriate).

Classroom teacher reviews multiple sources of data and identifies if the student is in need of Tier I supports. A teacher could choose to use the “comments” section of eduCLIMBER

to document notes.

Instructional team collaborates on a frequent basis to discuss and document student needsand appropriate supports. Team documents

supports on Tier I form in eduCLIMBER.

Classroom teacher implements supports, monitors student, and documents student progress. Classroom instruction and

behavioral approaches are differentiated to meet student needs. Classroom teacher documents progress and/or

additional supports on Tier I form in eduCLIMBER.

After 6-8 weeks, instructional team reviews/discusses student progress. Team documents

progress on Tier I form in eduCLIMBER.

Adequate Progress MADE-Instructional Team discussesneed for continued Tier I supports and documentation. Team documents decision on Tier I form in eduCLIMBER. Team continues documentation if supports are continued.

Adequate Progress NOT MADE-Instructional Team discussesand reviews data. Team documents decision on Tier I form in eduCLIMBER.

InstructionalTeam notifies

designee.

Tier IEverest System of Support - D.C. Everest Area School District

This flowchart describes the in-depth progression used to monitor student achievement and behavior while considering culturally-responsive practices.

= Update Tier I form in

eduCLIMBER.

Updated August 1, 2018

A. Designee schedules a Collaborative Support Team meeting including all necessary team members.

Parent(s)/Guardian(s) are informed and invited by classroom teacher.

B. Collaborative Support Team determines level of support. Team decides on an appropriate scientifically-researched or evidence-based intervention, plans and

establishes roles and responsibilities of team members, and chooses a district-designated progress monitoring tool/establishes the schedule of monitoring.

Interventionist starts Tier II/III form and adds intervention in eduCLIMBER.

D. Collaborative Support Team reviews student progress at/near the end of the intervention.

C. Scientifically-researched or evidence-based intervention is provided to fidelity. Data reviews/discussions are completed at a minimum of every 6-8 weeks. Data reviews/discussions will include classroom teacher and interventionist who will share monitoring data at Collaborative Support meeting. Classroom teacher and/or interventionist will update parent(s)/guardian(s) on progress.

Collaborative Support Team discusses need for continued intervention and monitoring. Intervention may be continued. If intervention continues, Collaborative Support Team will meet again after 6-8 weeks to review progress.

F. Adequate Progress NOT MADE

Tier II/IIIEverest System of Support - D.C. Everest Area School District

This flowchart outlines the process for providing interventions in Tier II and III. It describes the in-depth progression used to monitor student achievement and behavior while considering culturally-responsive practices. Depending on

implementation, many interventions fall under both Tiers. There is not a designated number of interventions to be provided at each Tier.

Consider referral to special education. See Note*

Collaborative Support Team decides that

Tier I Supports are working.

Continue with Tier I Support.

Repeat process above (A-D) to identify alternative or change to intervention.

First Unsuccessful Intervention

Second Unsuccessful Intervention

Third Unsuccessful Intervention

E. Adequate Progress MADE

• A team can repeat process A-D to provide more than three interventions if it identifies it is appropriate. • Students who have been referred for special education services continue to receive tiered supports/

interventions while referral in progress. • Students not meeting special education eligibility requirements continue to receive tiered supports/

interventions. • Students meeting special education eligibility requirements may receive special education services and/or

general education tiered supports/interventions.

*Note: SLD referrals require two interventions that were progress monitored weekly using district-designated tool.

= Interventionist updates Tier II/III form in eduCLIMBER.

Updated August 1, 2018

RtI: Response to Intervention: A school-wide system used to teach, support, and

enrich academic needs

PBIS: Positive Behavior Interventions and Support: A school-wide system used to

teach, support, and recognize positive behavior

Assessment: The process that gives teachers information about students’

knowledge and skills

Universal Screener: A test given several times a year to measure knowledge

compared to state and national standards and goals.

Differentiated Instruction: Instruction tailored to meet individual student needs

Research-Based: Materials and teaching strategies that are proven to work to

strengthen student skills

Intervention: Scientifically-researched or evidence-based instruction on a deficit

or challenging extension of thinking

Progress Monitoring: A tool used to check student’s rate of improvement to see if

an intervention is working. Progress monitoring is completed by an interventionist

in Tier II/III.

Revised August 24, 2018

Fall Assessments*

● Teaching Strategies GOLD--4K● iReady Diagnostic Assessments for Math and Reading--Grades K-8● Writing On-Demand Performance Assessments--Grades K-7**● b.e.s.t.--Grades 4K-6● GAIN-SS--Grades 7-12

Winter Assessments*

● Teaching Strategies GOLD--4K● iReady Diagnostic Assessments for Math and Reading--Grades K-8● Writing On-Demand Performance Assessments--Grades K-7**

Spring Assessments*

● Teaching Strategies GOLD--4K● iReady Diagnostic Assessments for Math and Reading--Grades K-8● Writing On-Demand Performance Assessments--Grades K-7**● b.e.s.t.--Grades 4K-6● GAIN-SS--Grades 7-12

*Subject to change; see building principal for details**Administered throughout school year

Revised September 2021

Rev. 08/16/17 7

*Pupil services personnel may include: Psychologist, Counselor, District Nurse, Liaison Officer, and/or District Social Worker **Parent(s)/Guardian(s) must be notified of Special Education Teachers presence/participation on a team as a consultant ***Parent(s)/Guardian(s) must consent to Community Agency presence/participation on team.

Team Purpose Team Members

District ESS Action

Committee

x Establishes a collaborative culture for the improvement of learning for all students in the District

x Creates and communicates District RtI/PBIS vision and non-negotiables

x Identifies District RtI/PBIS goals and action plans that are based on data

NOTE- Individual student discussions do not occur

within this team

x District Administrators x Teacher Leaders from all Building Levels

NOTE-Team composition is determined at the

district level

Building ESS Leadership

Team

x Provides building leadership in the communication and implementation of District RtI/PBIS initiatives.

x Reviews/manages RtI/PBIS procedures within building

x Ensures RtI/PBIS systems are being implemented with desired results

NOTE- Individual student discussions do not occur

within this team

x Administrator or Designee x Instructional Leaders

NOTE-Team composition is determined at the

building level

Tier I Instructional

Team

x Works together to develop and monitor the fidelity of Universal Tier I interventions

x Regularly discusses progress of students at the Universal level

x Works collaboratively to decide if a student should be moved to Tier II, at which point the administrator or designee is notified and verifies that Universal curriculum and initial intervention(s) have been delivered with fidelity

x Instructional Team Leader/Curriculum Leader x Regular Education/Grade Level or PLC

teachers (include Related arts/Encore teachers as needed)

x Administrator or Designee (invited as needed) x Pupil Services Personnel* (as needed) x EL Teacher (if appropriate)

NOTE-Consultation with Specialists as needed

Tier II Collaborative Support Team

x Collaboratively problem solves and identifies appropriate interventions for designated students

x Develops and monitors Tier II goals, interventions, and progress monitoring

x Establishes roles and responsibilities of Tier II team members (i.e. determine who will progress monitor the student)

NOTE- Tier II team is not always the same.

Composition of team will change based on need of

individual student

x Administrator or Designee x Regular Education Teacher(s) x Interventionist x Parent(s)/Guardian(s) (informed) –

Parent(s)/Guardian(s) must be invited if consideration is being made to progress monitor.

x Related Arts/Encore Teachers (if appropriate) x EL Teacher (if appropriate) x Pupil Services Personnel* (as needed)

Tier III Collaborative Support Team

x Collaboratively problem solves and identifies intensive individualized interventions for designated students

x Develops and monitors Tier III goals, interventions, and progress monitoring

x Team comprised of individuals with a specialized level of professional expertise

x Establishes roles and responsibilities of Tier III team members

NOTE- Tier III team is not always the same.

Composition of team will change based on need of

individual student

x Administrator or Designee x Regular Education Teacher(s) x Interventionist x Psychologist x Parent(s)/Guardian(s) x Related Arts/Encore Teachers (if appropriate) x EL Teacher (if appropriate) x Pupil Services Personnel* (as needed) x Special Education Teacher(s)** (for

consultation as needed) x Community Agencies*** (if appropriate)

ESS Team Structure Everest System of Support - D.C. Everest Area School District

Rev. 08/16/17 8

Step 1: Define the Need

Administer and review universal screening data to determine students who scored above and below the expected benchmark compared to normative data. Further discuss student strengths as well as needs and gather parent/guardian insight.

Step 2: Analyze

Analyze additional data (multiple sources) to determine student’s specific area(s) of need (e.g. phonemic awareness, problem-solving skills, peer interactions, etc.).

x Variables affecting the student’s performance should also be considered (exposure to core curriculum, motivation, missing skills, home life, attendance, etc.)

x Review current successes and interventions

Step 3: Develop a Plan

Instructional Team or Collaborative Support Team meets to identify student needs and discusses best ways to differentiate classroom instruction to meet the student’s needs within the general education curriculum.

x Plan one scientifically-researched or evidence-based intervention to meet the student’s academic skill or social/emotional deficit

Step 4: Implement a Plan

Classroom teacher(s) and/or interventionist(s) delivers differentiated, instruction/intervention to student with fidelity and documents progress.

Step 5: Evaluate the Plan

Analyze student’s performance/growth and determine if adequate progress is being made.

x If student is not making adequate growth after a period of 6 – 8 weeks, Collaborative Support Team discusses additional support

x ESS Support Form is completed (Tier I) or updated (Tier II and III). Consult with specialists as needed.

x If student is making adequate growth, Collaborative Support Team discusses continued intervention needs within the general education curriculum.

Tier I, II, and III Meeting Agenda Guide Everest System of Support - D.C. Everest Area School District

Rev. 08/16/17 9

General Guiding Questions 1. Is the universal curriculum meeting 80-85% of your students’ needs? 2. Do clear learning targets exist in every classroom? 3. Does formative assessment drive instruction? 4. Is classroom instruction differentiated and culturally responsive? 5. Does each classroom have a defined set of behavior expectations? 6. Do other teachers note a concern with the student? 7. Have we considered relevant health information, student strengths, or other existing

evaluation information? 8. Is there a social/emotional/behavioral component/link? 9. Have we established a meeting date for students needing additional support to discuss and

review next steps within Tier I?

Guiding Questions for Identifying Students of Concern 1. Ask the team as well as the parent/guardian: What is the student good at? What does he/she

enjoy doing? What is currently going well for the student? 2. What observed behaviors are concerns at school and at home? 3. What is the greatest area of need at this point in time? 4. When is the behavior/concern most apparent? Is there something about that setting or

content area that is particularly frustrating for the student? 5. When is the behavior/concern least apparent? Is there something about that setting or

content area that is particularly motivating for the student? 6. How often is the behavior/concern observed? Is there something that seems to happen

before it? 7. Are academic deficits also present? Could they be contributing to the behavior/concern? 8. What strategies have worked so far? Differentiation techniques? Accommodations used? 9. Has information been documented from previous school years that might help us understand

the student better?

Guiding Questions for Goal Setting and Intervention Planning 1. Consider the strategies used so far at school and at home. Is there something to add (layer) to

those strategies that would increase success or further challenge the student? 2. What supports could we combine as an intervention? 3. Are there specific incentives that would make a positive impact on this student (i.e. lunch with

teacher, 10 minutes of free time, etc.)? 4. While all teachers will implement the intervention, is there one person who will serve as a

“go-to” for this student?

Guiding Questions for Reviewing Interventions 1. What successes has the student experienced? What can be celebrated? 2. What remains a challenge? 3. Is the intervention working as implemented? If not, what about it is not working? 4. Is there a layer of support we can add to what we are already doing to make the student more

successful? 5. Do we need to consider a gradual or complete release of any of the layers in order to foster

more independence? 6. Are we at a point when we need to consider Tier II/Tier III supports?

Guiding Questions for Meetings Everest System of Support - D.C. Everest Area School District

Rev. 08/16/17 10

Best Practices

Strategies

Differentiation Accom

modations

Interventions M

odifications

Basic Idea Teacher technique

Additional/extended instruction based on classroom

learning targets

Changes in how a student

accesses information and

demonstrates learning

Scientifically-researched or evidence-based instruction or approach on a deficit or challenging extension of thinking

Changes in curricular expectations

Detailed Idea

Techniques/ approaches used to deliver content or m

anage classroom

individuals.

Creating multiple paths for students of

different abilities, interests or learning styles to experience equally appropriate w

ays to absorb and apply concepts. This is part of universal/Tier I instruction.

Changes made in order to

provide a student with equal

access to learning and equal opportunity to show

what

he/she can do. Changes in the environm

ent that assist a student in m

eeting a standard or expectation.

Supporting the learning of an academ

ic standard by teaching a new

or never acquired skill. Extension of learning that is needed beyond w

hat the universal instruction can offer. They are m

easurable.

Changes in the curricular or behavioral expectations that are appropriate for a particular student’s needs/ abilities. Allow

s individual students the opportunity to be successful by changing the expectation for him

/her A change in grading is required

Effect on the Standard or Expectation

The standard or expectation does not change

The standard or expectation does not change

The standard or expectation does not change

The standard or expectation does not change

The standard or expectation does change

Exam

ples

Giving small segm

ents of a larger reading piece by piece until the reading is com

pleted. Can be a plan of action to reach a goal. i.e. attendance/behavior.

Pre-assessing learners and presenting a lesson that is tiered according to needs. Providing m

ultiple ways to dem

onstrate understanding. Re-teaching content w

ithin the regular educational setting Providing long-term

, project-based learning opportunities to those w

ho need a challenge.

Presentation and/or response form

at and procedures Instructional strategies Taking a test in a separate room

Com

pletion of work one-on-one

with assistance

Preferential seating Assistive technology

Additional, direct instruction in area of reading com

prehension. Reading Recovery, LLI, Guided Reading Plus, System

s 44, Guided M

ath Plus Direct instruction on a m

athematical concept that is

provided in addition to the universal curriculum

.

Modification to curriculum

that changes the standard level of achievem

ent N

ot expecting the student to achieve at grade level (how

ever, adequate growth is

still expected)

W

here They Fit in the M

ulti-Level M

odel

They support all aspects of education- academ

ic, behavioral, social and em

otional and attendance – in either the universal instruction or value added instruction/intervention.

If instructions on the essential learning outcom

es are truly differentiated based on readiness or ability, w

e have many

more students leaving each classroom

w

ith the basic skills they need to master

at that grade level. This leaves few

er students with the need

for an intervention outside of the universal/Tier I educational setting.

They will assist in rem

oving barriers to learning at all levels or tiers.

It is the direct instruction that is provided to an individual/group of students to either close an achievem

ent gap or extend thinking. Typically instruction that is delivered in Tiers II and III.

They are typically special education students w

ho have received m

ultiple interventions prior to their disability identification. Students w

ho need a m

odification still participate in interventions, w

hen appropriate.

Accom

modations, M

odifications, Interven

tions…

Wh

at is the D

ifference?

Everest System of Support - D

.C. Everest Area School District