Response to Intervention (RtI)

The Beaver Dam Unified School District believes in providing the highest quality of education for our students. This page is to provide you with information about the three-tiered instructional approach we are using to meet this goal, referred to as Response to Intervention (RtI) which is part of federal educational law.

Within this model of tiered supports students participate in the core curriculum, with three levels (tiers) of interventions for students who demonstrate at-risk skills in general academics. Each tier provides additional instruction beyond the core curriculum. Students in K - 8 are screened in the academic areas of reading and math  three times a year to measure their progress toward grade level standards.

Tier I – Students are provided with access to grade level learning across content areas. Educators continuously work to provide high quality instruction and prioritize what is being taught in order to ensure as many students as possible are successful in this tier of instruction. In addition, each school teaches behavioral and social expectations for the school environment to all students.

Tier II – Despite the best of intentions, not all students are successful with just Tier I instruction. They may need more time and support to achieve at or above grade level expectations.

Educators monitor student success on essential learning goals and provide re-teaching opportunities for students to achieve grade level learning. This can be done during class time or other identified periods of the day.

In addition to academics, some students may need support socially or behaviorally. A school team convenes to plan these additional support opportunities.

Tier II supports are skill specific and are often not long term. Students receive the safety net of Tier II as needed.

Tier III – For various reasons, students may demonstrate the need for intensive support in universal academic skills. Examples could be in number sense or computation for mathematics and phonics or comprehension in reading. Students may also demonstrate the need for intensive social or behavioral support.

A school team takes the responsibility of analyzing data and collecting information to prioritize school resources to offer these intensive interventions. Student progress is then carefully monitored so that the best plans for growth are utilized. Students receiving Tier III still have access to Tier I instruction and Tier II supports.

Act 20 (Early Literacy Information) of 2023

What is 2023 Wisconsin Act 20?
This is a law that was passed in the State of Wisconsin to support early literacy in Wisconsin schools. There are several components to the law that include science-based reading instruction requirements, teacher and administrator training requirements, and procedures to support students with reading needs. Detailed information can be found at the Wisconsin Department of Public Instruction’s Wisconsin Reads website.  Most components of the law go into effect during the 2024-2025 school year.

What does Act 20 mean for curriculum and instruction in BDUSD?
Act 20 requires that schools provide instruction based on science-based literacy practices. The law also creates a list of recommended curriculum resources that schools and districts can use to inform their resource adoptions. The Beaver Dam Unified School District conducted a thorough review of literacy curriculum and resources in the 2020-2021 school year and adopted Into Reading, a highly rated curriculum resource that includes the required components, across all Kindergarten-Grade 5 classrooms in the 2021-2022 school year. Since that time, professional learning for elementary teachers has centered on understanding science-based literacy instruction and how the resource can be an effective tool to meet the needs of the students we serve.

How is BDUSD ensuring training requirements for teachers and administrators is met?
Act 20 provides science-based literacy instruction training requirements for teachers of reading in Kindergarten to Grade 3. BDUSD has selected a course called Keys to Beginning Reading to meet this requirement and expanded this training to all Elementary teachers of reading.  District Reading Specialists and Elementary Principals are also required to meet leadership training requirements. BDUSD is using a course called AIMS Pathways to Literacy Leadership to satisfy this requirement. While these courses meet the requirements of the law, BDUSD has previously been focused on science-based literacy instruction with local partners and will continue to provide ongoing professional learning.

How will BDUSD support students who need additional reading support?
Act 20 implements a state required literacy screener that will be required to be administered twice per year in 4K and three times per year in Kindergarten to Grade 3. Students in grades Kindergarten to Grade 3 who perform below the 25th percentile on the assessment also receive a follow-up (diagnostic) assessment to more specifically determine student needs. After this assessment, students are to receive a written personal reading plan to support their needs. While the law poses timelines, defines criteria, and changes documentation, BDUSD has previously implemented a Response to Intervention plan that uses screening data, among other data points, to plan and provide support for students. In a personal reading plan, methods for accelerating the student’s learning will be provided. This may mean additional support provided within the classroom setting, a specific intervention, or a combination.