The Wisconsin Response to Intervention (RtI) Center is a product of collaboration between the Cooperative Educational Service Agency (CESA) Statewide Network and the Wisconsin Department of Public Instruction (DPI). The center was created to assist Wisconsin’s educational systems to build capacity, adopt and implement high quality practices, make informed decisions, ensure sustainability of efforts and increased success for all students. The Wisconsin Positive Behavioral Interventions and Supports (PBIS) Network operates within the Wisconsin RtI Center with a specific focus on behavior.
The Wisconsin RtI Center provides professional development and technical assistance to help schools operationalize implementation of culturally responsive multi-level systems of support. The center offers statewide trainings on the components in order to establish consistent foundations upon which schools should build their systems.
Considering the research that has linked academics and behavior achievement, the center recommends the implementation of an integrated culturally responsive multi-level system of support. The center’s vision, mission, values, preferred future, and goals were built around this recommendation.
All Wisconsin students will learn and be successful in life.
The Center’s mission is to build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students.
We believe schools should ensure their structures and culture allow for a culturally responsive multi-level system of support for both academics and behavior.
Strategic Plan Goals
- The Wisconsin RtI Center will identify and define essential elements of a fully integrated culturally responsive multi-level system of support that can be implemented in schools.
- The Wisconsin RtI Center will operate as a professional learning community and implement an internal continuous improvement approach/model that guides processes and procedures.
- The Wisconsin RtI Center will collaboratively increase internal capacity in schools, districts, and geographical areas to ensure equitable supports for all students through well-defined culturally responsive multi-level systems of support.