For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills. This report answers questions related to the role of special education services in an equitable multi-level system of supports. The report is organized into four sections: (1) High Quality Instruction and Special Education Services; (2) Delivery and Receipt of Intervention Including Specially Designed Instruction; (3) Strategic Assessment and Collaboration; and (4) Documentation and Funding for Specially Designed Instruction. [This report was prepared by the Wisconsin Response to Intervention (RTI) Center.]