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KSI/Response to Intervention: Implications for High Ability Students: RTI and YOU!! Jan W. Lanham, PhD.

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Presentation on theme: "KSI/Response to Intervention: Implications for High Ability Students: RTI and YOU!! Jan W. Lanham, PhD."— Presentation transcript:

1 KSI/Response to Intervention: Implications for High Ability Students: RTI and YOU!! Jan W. Lanham, PhD

2 Response to Intervention RTI is:

3 RTI Expectation: Multi-tiered Approach Implications for High Potential Learners Response to Intervention is to be a multi-tiered problem- solving approach. High quality instruction for all students (80%) mastery is supposed to be the baseline from which interventions are built. Interventions are matched to student need, based on varying degrees of intensity and frequency. Talent-pool/high potential/Gifted-Talented services should be developed on a continuum of services, involving all who work with the student. Quality instruction will raise the floor for high potential students. GT students strengths represent instructional needs to be met by interventions.

4 RTI Addresses the Academic and Behavior Needs of All Students! Talent Pool/High Potential/GT Students Needs May Represent both Deficits and Strengths to be Addressed Universal screeners and ongoing monitoring are expected to establish baselines and to get true pictures of student performance. Levels of intervention are matched to student needs as progress is monitored. Establishing a strength profile provides invaluable information to guide planning and instruction. Due to asynchronous development of G/T students, Tier I and Tier II interventions will be necessary to address both strengths and deficits. Screening instruments MUST have appropriately high ceilings to assure measurement of progress at all levels.

5 RTI is a school improvement model!! Better instruction for ALL, including Gifted students. Requires improved teacher capacity to address students as individuals. Requires building capacity to use data effectively to diagnose strengths/needs and to measure effectiveness of interventions. Requires MORE than the adoption of a program or system. Breaking down the barriers posed by everyone on the same page instruction benefits GT students, too. As long as the measures used to gather the data have no ceiling, measuring progress for ALL is a reality. The range of needs of students, both academically and behaviorally, requires improved teacher capacity and use of multiple forms of intervention!

6 RTI is based on standards-based instruction using research-based strategies for ALL! Standards based instruction paired with research-based strategies in the field of Gifted Education Standards-based instruction based on a continuum of benchmarks is essential for quality instruction for all. Range of serviceswhole group, small group, smaller group/frequency of service provided based on student needs. Appropriate acceleration to allow students to meet benchmarks based on readiness is essential Provision of needs-based groupings including cognitive peers, inquiry groups, special counseling, problem-solving, leadership

7 RTI requires early and frequent assessments of learning/progress. Establishing strengths and needs is critical for high potential students. Universal screening in academic areas and social/emotional/behavioral areas. Universal screeners and progress measures must be culturally fair and have high ceilings. Progress monitoring should look for strengths, as well as, needs. Vital to high potential students to ensure that talents are nurtured and to help prevent underachievement. Underserved GT populations are often overlooked and those students learn early to hide their talents. Models that only monitor a few students will not provide integrated school improvement

8 RTI requires that increasingly intense tiers of intervention are available. Meeting GT needs requires range of services. Pyramid of interventions moves students from whole group-in-class instruction through various interventions up to one-on- one outside of the classroom. A team approach is essential to assuring that student needs are met. The needs of Talent Pool and GT students will vary based on the strengths/needs of the students and the willingness and capacity of the classroom teachers. A team approach is essential to assuring that student needs are met.

9 INDIVIDUAL data is used to determine the appropriateness of services. Referral/special education evaluation may follow. GT is category of exceptional children in KY; data may also help determine if student is twice exceptional. Ongoing progress monitoring guides instruction at all levels; helps determine levels of service. Lack of progress will determine recommendation for full scale evaluation in which data is used to determine eligibility for services in special education. Progress monitoring will guide decisions about additional GT interventions/levels of service. Though the formal discrepancy model will not apply, students with high ability, who have received intervention but fail to progress at the expected levels would be included in recommendations for additional evaluation for twice-exceptional

10 Levels of intervention must be identified and resources must be allocated. Potential interventions for GT students will include: Cluster grouping, instruction in critical and creative thinking skills, authentic problem- solving, special counseling. Resource acquisition/matching is a shared responsibility school, parents, community Must match affective needs, areas of strength, and areas of deficit. Failure to address will create underachievement, depression, non- compliance, potential drop- out, etc. Team approach based on shared responsibility

11 RTI and Twice-Exceptional RTI intended to eliminate need for use of Discrepancy Model for Identification Discrepancy Data May be very important to Identify Twice-Exceptional Students Data gathered on response to purposeful intervention intended to show that learning problems are NOT the result of lack of instruction. Performance improvement based on interventions should show that difficulties are an instructional issue……. GT students performing at an average level typically are not targeted for intervention. Performance that is discrepant from anticipated performance based on measures of ability should be a red flag and indicate the need for both interventions and additional testing to identify learning difficulties.

12 RTI Language is Critical Here RTI LANGUAGE MAY SAY: RTI LANGUAGE WHEN LOOKING AT HIGH POTENTIAL STUDENTS MUST SAY: Performance commensurate with peers Performance commensurate with potential CURRENT PRACTICE IS FAILING TO IDENTIFY PERFORMANCE DISCREPANCIES THAT INDICATE TRUE LEARNING DISABILITIES. FAILURE TO IDENTIFY AND ADDRESS THE DISABILITY OFTEN RESULTS IN BEHAVIORAL AND SOCIO-EMOTIONAL ISSUES IN SCHOOL.

13 Individual Learning Plan developed: IEPGSSP Identifies present levels of performance, learner goals, accommodations to support continuous progress, team members responsible for implementation Should include the same elements to assure continuous progress and quality services

14 RTI Interventions must target underachievement: Underachievement has a number of underlying causes. Interventions will be developed to try to address identified causes, many of which are most pronounced among gifted students: 1. Low self-esteem or lack of confidence (doesnt see relationship between hard work and success) 2. Negative peer pressure (performing well is negatively reinforced) 3. Lack of goal setting ability (short and long term) 4. Lack of challenge (sees no point in performing) 5. Lack of skills of task persistence/problem-solving

15 Student's Name _________________________________________________________ Targeted Skill, Knowledge or Behavior: Improve self-concept. self discipline and self-control Pre-assessment: (Record all that apply) Date(s) of Pre-assessment _______________________ Test score(s)_____________ Checklist Indicator(s)___________________________ Observation(s)____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ __________________________ Performance Assessment Below expectation Exceeds Expectations. Strategies or Interventions: (Describe or list below) Student has no confidence in himself and can see no areas of strength in either academic or personal situations. Student sees he has one or two areas of strength and works only on those. Student recognizes areas of weakness and sometimes uses strategies to help overcome them. Student sometimes accomplishes tasks that require using both areas of strength and areas of weakness. Student has confidence in himself. recognizes strengths and weaknesses. and works on turning weaknesses into strengths.

16 Student's Name _ ________________________________________________________ Targeted Skill, Knowledge or Behavior: Student claims to be bored; Says already knows the work Specific Academic Skill:_________________________________________________ Pre-assessment: (Record all that apply) Date(s) of Pre-assessment _______________________ Test score(s)___________________________ Checklist Indicator(s)___________________________ Observation(s)______________________________________________________________________________________ _________________________________________________________________________________________________ ______________________________________________________________ Performance Assessment Below expectation Exceeds Expectations. Strategies or Interventions: (Describe or list below) Student has understanding of some of the skills/knowledge and could compact out of some of the work. Specific skill deficits present. Student has an understanding of almost all of the skills /knowledge and could usually compact out and do alternate activities. Specific skill deficits inhibit ability to demonstrate mastery. Student has an understanding of all of the skills /knowledge of the unit and could compact out of the entire unit and do alternate activities. Student has mastered all the expectations of the unit but has problems working independently doing higher level alternate activities. Student has mastered all expectations for the unit and works well independently doing higher level alternate activities.

17 RTI requires ongoing, job-embedded professional development to build teacher capacity. Training in strategies to improve student outcomes. Training with research- based strategies; training with standards-based instruction; training with use of data to inform instruction Include nature and needs of gifted in training; underachievement; implications of all research- based strategies for high potential students.

18 VITAL QUESTIONS: How do we assure that the needs of high potential students are addressed as a part of RTI planning and delivery? How are we fostering continuous progress in key academic areas, in skill development, and in social-emotional development? How are we removing barriers that impede continuous progress? How are we easing transitions from one level of schooling to the next, including early college planning? How are we allocating/accessing all available resources to support continuous progress? How are we assuring that our students who are twice-exceptional are identified and served? How do we ensure that Talent Pool/GT students learning something new and meaningful every day? What is my role is ensuring that the needs of high potential learners are considered in RTI development and implementation?


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