1. A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model (ALM) Robin CareyGeorge Betts Douglas County School DistrictUniversity of Northern Colorado 303-387-0192970-351-1657 robin.carey@dcsdk12.orggeorge.betts@unco.edu

2. Quotable The real voyage of discovery consists not of seeking new landscapes, but in having new eyes… ~ Marcel Proust

3. Who is in the room? Classroom Teachers Gifted Education Specialists Building Leaders District Leaders State Leaders

4. Who should be in the room? Learners Parents Classroom Teachers The Blenders – Building Leaders Gifted Education Specialists Special Education Specialists District Leaders State Leaders Community Resources & Mentors

5. What do you hope for? Write down one major question you have at this time. Write down one new learning you hope to take away from this afternoon’s sessions. Write down an additional new learning (major approach, model or integrated strategies) you hope to take away from the National Association for Gifted Children conference.

6. The Concerns-Based Adoption Model (CBAM): Model for Change in Individuals Stage of ConcernExpression of Concern RefocusingI have some ideas about something that would work even better. CollaborationHow can I relate what I am doing to what others are doing? ConsequenceHow is my use affecting learners? How can I refine it to have more impact? ManagementI seem to be spending all my time getting materials ready. PersonalHow will using it affect me? InformationalI would like to know more about it. AwarenessI am not concerned about it. Hord, Rutherford, Huling-Austin, Hall. (1987). Taking Charge of Change.

7. Levels of Learning for Knowledge and Skill Development Beginning Beginning Developing Developing Applying Applying Enhancing Enhancing

8. Levels of Learning for Knowledge and Skill Development Beginning Beginning Awareness, Introduction (Not able to apply at this time) Developing Developing Developing, Comprehending Basic Knowledge and Skills

9. Levels of Learning for Knowledge and Skill Development Applying Applying Using Knowledge and Skills (Successfully using in practice) Enhancing Enhancing Enhancing Knowledge and Skills (Applying and developing more in-depth knowledge and effective skills)

10. Colorado Department of Education Definition In Colorado, Response to Intervention is defined as: connecting general, compensatory, gifted, and special education matched to students needs “… a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social–emotional, and behavioral needs.”

11. Colorado Department of Education, 2008

12. Intensive Level Interventions are provided to students with intensive/ chronic academic and/or behavior needs based on ongoing progress monitoring and/or diagnostic assessment. Targeted Level Interventions are provided to students identified as at- risk of academic and/or social challenges and/or students identified as underachieving who require specific supports to make sufficient progress in general education. Universal Level ALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. Discipline and other data inform the design of interventions that are preventative. Understanding the Three-Tiered Model Colorado Department of Education, 2008

13. Intensive Level Interventions are provided to students with intensive academic and/or social-emotional needs based on ongoing progress monitoring and/or diagnostic assessment. Passion development of learner-based curriculum is facilitated and the goal of becoming a lifelong learner emerges. Targeted Level Interventions are provided to students identified with academic strengths and/or students identified as underachieving who require specific supports to make growth commensurate with ability. Social/emotional areas are targeted based on the need of the learner. Areas of high potential are also targeted based on strengths. Universal Level ALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. All available data inform the design of interventions to meet the needs of the learner. Understanding the Three-Tiered Framework for Gifted & Talented Learners Adapted from Colorado Department of Education

14. The goal of RtI is improved achievement. Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006). RtI Framework

15. The second goal of RtI/ALM is the development of the fully functioning, autonomous learner… (Betts & Carey, 2010) RtI Framework

16. An Autonomous Learner An autonomous learner, by definition, is “ one who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavor.” (Betts & Knapp, 1981)

17. Common Ground RtI and ALM address the cognitive, academic, social, emotional and physical needs of all learners. These needs are determined by the learners, the parents, the educators, community members and additional educators. The learners become responsible for their own content, processes and products to determine their own directions as learners.

18. ALM The Autonomous Learner Model (ALM) was developed specifically to meet the diversified cognitive, emotional, and social needs of learners. While it was originally developed for gifted learners, it has proven to be effective in developing life-long learning for all students. (From Autonomous Learner Model Optimizing Ability, Betts and Kercher, 1999)

19. The Five Dimensions of the Model

20. ALM The Autonomous Learner Model’s five dimensions are designed to meet individual needs of the learner. Orientation Individual Development Enrichment Seminar In Depth Each of the dimensions is appropriate at all tiers of instruction in the RtI framework – what will change is the level of intensity.

21. ALM Universal instruction Orientation Individual Development Dimensions The classroom teacher utilizes the Orientation and Individual Development Dimensions to build the foundation for learners to become autonomous. All students benefit from identifying: How do I learn? How can I work better in group situations? What does it mean to be an autonomous, life-long learner?

22. ALM Targeted Instruction Enrichment Dimension The classroom teacher and the gifted specialist collaborate to determine possible constructs for the Enrichment Dimension. Students who bubble up as need ‘more’ differentiated curriculum to develop a course of study that goes beyond the every day curriculum in a way that best fits their learning styles, strengths, and individual interests through Explorations and Investigations.

23. ALM Intensive Instruction Seminar In-Depth Dimensions The gifted specialist utilizes the Seminar and In-Depth Dimensions with students who are ready for intense group and individual learning opportunities. The learning opportunities are developed by the students, as is the criteria for the assessment of that learning. Emphasis is placed on learner-based involvement within Seminars & In-Depth Studies.

24. Standard-Based Prescribed Curriculum (Universal) Prescribed Content & Basic Standards Universal Screening Progress Monitoring Prescriptive Assessment Teacher Instruction Cooperative Learning Knowledge, Comprehension & Application Levels of Thinking Daily Assignments (Retention) Curriculum is basically the same for all students

25. Teacher Differentiated Curriculum (Targeted) Content + Process + Product = Learning Experience Teacher Developed, Learner Implemented Higher Level Thinking Skills Depth and Complexity Integrated In-depth Knowledge Pre-testing and Curriculum Compacting High Level Teacher Differentiated Curriculum Development of Independent Learning Skills In & Out of Classroom Activities -Teacher Developed

26. Learner Differentiated Curriculum (Intensive) Investigations & In-depth Studies Learner Developed, Learner Implemented Teacher is Facilitator & works with support team Standards Applications & Extensions Passion-based Learning Application of Independent Learning Skills Mentorships with producing adults in fields of passions Opportunities for becoming “Producers of Knowledge” Beginning of the “Quest”

27. Learner Differentiated Curriculum (Universal to Intensive) Curriculum is developed on all three levels by the student and teacher/facilitator The first major goal is the development of the student as a learner The second major goal is the development of the teacher as a facilitator of learning Emphasis in on basic strategies within the ALM and Explorations (Universal), Investigations (Targeted), & In-Depth Studies (Intensive).

28. Curriculum Differentiation Formula Content + Process + Product = Learning Experience

29. Levels of Learning in Learner Differentiated Curriculum In-Depth Studies Investigations Explorations

30. The First Explorations Family & Friend Explorations Community Search Telephone Explorations Internet Explorations Teacher Explorations Parent Explorations Final Activity on Explorations (by the learners)

31. Quotable True motivation Is as mysterious as life itself. It must begin within… ~ George Betts

32. Quotable “I saw the angel in the marble and carved until I set him free.” ~ Michelangelo

33. Quotable Being alike has brought us together. Being different will help us to grow… ~ George Betts

34. Explorations Student Based Diverse Possibilities Short Term Information Gathering Knowledge/Comprehension Emphasis is on Content

35. Investigations Student/Learner Based Diverse Possibilities Longer Term Passion Discovery Multiple Means of Reporting Emphasis on Content & Process

36. In-depth Studies Learner Based Diverse Possibilities within Passion Passion Development Mentorship Presentation & Assessment of Learning, the Learner & the Product Content + Process + Product

37. Explorations Brainstorm and make a mind map of the different topics associated with the moon. Find three poets who write about the moon and share their poetry with a friend. Collect information about the manned flights to the moon. Find three websites about the moon and compare information from the three sites.

38. Investigations Write poetry or a short story about the man on the moon. (Verbal Linguistic) Chart the phases of the moon for your location and make a moon watching calendar. (Logical Mathematical) Demonstrate a moon dance or walk. (Bodily Kinenthetic) Journal the effects that phases of the moon have on people. (Interpersonal)

39. Investigations (continued) Moodle (Intrapersonal) Develop a model that portrays the myths about the moon using at least 5 different geometric shapes (Spatial) Develop a nature walk done by the light of the moon for your locality. (Naturalist)

40. In-depth Studies Design a collection of original poems on myths about the moon. Create a photographic essay on the thirteen moons of the Native American Culture. Create a planetarium show about the roles and influences of moon in our solar system Complete an essay on the different knowledge bases concerning the moon for the 20th century.

41. ALM & RtI Three Levels of Curriculum Learner Differentiated Curriculum (Intensive Level) Teacher Differentiated Curriculum (Targeted Level) Standard-based Prescribed Curriculum (Universal Level)

42. RtI & ALM from the Teacher’s Perspective 1. What is the theme, topic, or goal of the lesson? 2. What content is evident in standards and/or courses of study? 3. What part of the content is necessary for all, most, some of the students in the classroom? 4. Which students already know some or all of the content to be taught? 5. What differentiated activities are needed? 6. How will the differentiated activities take place? 7. Who will work in each group? 8. When, where, and how long will all lessons take place? 9. Who is primarily responsible for all activities and assessments?

43. RtI & ALM from the Learner’s Perspective 1. What is the theme, topic, or goal of my study ? 2. What content is evident in my levels of study? How do I increase the content I want to study? 3. When do I explore? When do I investigate? When do I learn in-depth? 4. What do I already know about my content and what do I want to learn? 5. How long will I work in the area of Explorations? 6. How will I complete my Investigation and In-depth Study Contracts? 7. What differentiated activities will I develop and complete? 8. How will I demonstrate content, process and product in my learning plans? 9. How will my actual learning take place? 10. Will I work independently or in a small group? 11. What products and presentations will I develop to demonstrate my on- going learning? 12. How will I complete the assessment of my self, my learning, my products and my presentations.

44. RtI & ALM from the Facilitator’s Perspective 1. What is the theme, topic, or goal of the learner’s study ? 2. What content is evident in the levels of study as the learner begins and continues working independently? 3. What is being explored? What is being investigated? When will the learner be ready for an in-depth study? 4. What does the learner already know about the content and what do he/she want to learn? 5. How will the learner complete the Investigation and In-depth Study Contracts? 6. What differentiated activities does the learner need to develop? 7. How will the learner demonstrate content, process and product in the learning plans? 8. How will the learning take place? Describe this through a completed contract. 9. Will the learner work independently or in a small group of learners? 10. What products and presentations will the learner develop to demonstrate learning? 11. How will the learner complete the assessment of self, the learning process, the products and presentations?

45. RtI & ALM from the Mentor’s Perspective 1. Why is this learner and teacher contacting me? Do I want to be involved? 2. What is my role in this learning process? 3. Will I provide specific learning tasks or find out what learning is wanted by the learner?is the theme, topic, or goal of the learner’s study ? 4. What knowledge-base does the learner already possess? Is the learner able to work independently on a project? What happens if this doesn’t work? 5. What does the learner want to explore? Investigate? When will the learner be ready for an in-depth study and will my role change throughout this learning process? 6. How will the learner complete the Investigation and In-depth Study Contracts? 7. What differentiated activities does the learner need to develop? 8. How will the learner demonstrate content, process and product in the learning plans? 9. How will the learning take place? Describe this through a completed contract. 10. Will the learner work independently or in a small group of learners? 11. What products and presentations will the learner develop to demonstrate learning? 12. How will the learner complete the assessment of self, the learning process, the products and presentations?

46. The Basic Grid for RtI & ALM Content + Process + Product = Learning Process Objectives What do you want them to know? (Or what do they want to know?) Activities How will they learn what you want them to know? Assessment How will you know that they have learned? (Or what products will they select to complete)

47. Unit of Learning Process & Product Action Words Knowledge & Comprehension List Recall Comprehend Application Apply Interpret Make Analysis Compare Contrast Take Apart Synthesis Create Design Construct Evaluation Judge Rate Assess Products Verbal Individual or Group Presentation Role Playing or Simulation Panel Visual Painting Sculpture Ceramics Written Letter to the Editor Essay Chapter or Book Kinesthetic Dance Mime Diorama Technological Combination of the Avove Using different elements of technology

48. Enrichment Unit of Learning _________________________ (template example) Knowledge/ Comprehension ApplicationAnalysisSynthesisEvaluation ContentProcessProduct

49. Unit of Learning TKAM (Teacher developed) Knowledge/ Compr ApplicationAnalysisSynthesisEvaluation ContentProcessProduct Characters List the major and minor characters in TKAM. Using a web, show how the characters are related and connected. Inspect the relationship between Scout, Jem and Atticus. Relay your findings in a Power Point Presentation What would the entries in Boo Radley’s diary say? Write 5 entries as you believe he would. Which character in the novel has the greatest impact on the reader? Be ready to defend your choice in a debate with classmates. List Web PPT Diary Debate OralSummary Movie Poster Chart Map/Model Pers Sp List Journal Interview Movie Panel disc. Wr. Outline Drawings Chart Collage Editorial Plot/ setting Recall the major plot points of TKAM. Choose a setting or settings that you would put on a movie poster for TKAM. Create it! Using a chart, compare/contrast the Finch and Radley homes. Create a map or model of Maycomb, using descriptions from the novel as your guide. Write a persuasive speech on the use of setting in the novel. Themes/ issues List the main themes/issues encountered in TKAM. Keep a response journal as you read the novel, keeping track of feelings, confusion, expectations, etc. Using your journal as a guide, create an interview to conduct with three classmates about their feelings regarding the journal. Rewrite a scene from the novel, using current language and slang. Cast the scene and videotape it to show the class. Choose an issue from the novel to become an expert on. Be ready to demonstrate your expertise during a Panel Discussion. Author Outline the life of Harper Lee Choosing specific aspects of Ms. Lee’s life, demonstrate through drawings how they led her to become an author. Using a chart, compare/contrast the views of Harper Lee with those of Black American authors who wrote about the time period from 1920-1940. Gather clippings from multiple sources to create a collage depicting the life of Harper Lee. Write an editorial about Harper Lee and her novel, To Kill a Mockingbird.

50. In Depth Unit of Learning Role of Bombers in the South Pacific (Learner Developed) Knowledge/ Comprehension ApplicationAnalysisSynthesisEvaluation ContentProcessProduct American Bombers List of specs for three American Bombers Model of a Bomb Sight Chart of Design Influences on the Bombers today Aviation in the South Pacific Card Game Discuss if Bomber use in the South Pacific was too extensive List Model Chart Game Discussion Summary Timeline Drawings Debate Oral desc. Poster Schedule Memoran. Persuasivep aper Japanese Bombers Oral Repetition of Japanese Bombers Summary of Japanese Bombers in the War’s outcome Series of drawings comparing Japanese and American Bombers Model of a Kamikaze Battle Debate if Kamikaze pilots were effective Bomber Escorts Oral Description of Fighters used Timeline of Fighters Chart of weaponry used Air Force recruitment poster Discuss if escorts helped or hindered bombing runs Bomber Bases Schedule of bombing runs Model of Anti- Aircraft gun Timeline of Aircraft Carriers Memorandum of Disciplinary Procedures Persuasive Paper on our justification in putting Military Bases on these islands.

51. Essential Knowledge of RtI/ALM CBAM (Concerns-Based Adoption Model) RtI Leadership Team Autonomous Learner Model Multi-Tiered Instructional Model

52. Essential Knowledge of RtI/ALM Universal Assessment/Screening (Strength-based) Progress Monitoring Data Driven Decision Making/ Problem Solving Process Family Partnerships

53. Essential Knowledge of RtI/ALM Community Partnerships Fidelity of Implementation RtI/ALM for Gifted & Talented Learners Our Goal: The 21 st Century Autonomous Learner Our Goal: The 21 st Century Autonomous Learner

54. Essential Skills Applying the CBAM Process Developing Facilitative Environments Using Communication Skills Using Consultation Skills Using Collaboration Skills

55. Essential Skills Discussing for Understanding & Implementation Acquiring basic knowledge of Response to Intervention (RtI) Acquiring basic knowledge of Autonomous Learner Model (ALM) Facilitating RtI Leadership Team Developing Multi-Media Products

56. Essential Skills Facilitating Progress Monitoring Using Problem Solving Process to Make Data- Driven Decisions Meeting with Learners as They Facilitate Learning Decisions Implementing Learner-Based Curriculum & Instruction Processing Individual & Group Reflections of RtI/ALM Process

57. Essential Skills Supplying On-going Resources & References for RtI/ALM Providing Workshop Presentations & Facilitation Designing High Quality Curriculum Providing High Quality Instruction Implementing Evidence-based Teaching Strategies at All Levels

58. A Summary: RtI & ALM Curriculum Includes the Intellectual, Emotional & Social Domains of the Learner Develops the strengths and abilities of the individual Includes all Five Dimensions of the ALM Includes areas within all Five Dimensions of the ALM Includes Content + Process + Product = Learning Experience Includes Universal, Targeted & Intensive Levels according to RtI Aims toward the goal of developing each student as an autonomous learner

59. Reflection… What new ideas do you have about the Response to Intervention framework and the Autonomous Learner Model that you didn’t have before this afternoon’s session? What new questions does the session cause you to ask? What action steps are you now planning?