Presentation on theme: "The ‘Other’ RtI: Response to Gifted & Talented Instruction"— Presentation transcript:
1The ‘Other’ RtI: Response to Gifted & Talented Instruction Jackie Drummer Ruth RobinsonBoard Members & Past PresidentsWisconsin Association for Talented & Gifted
2And Who Are You? Your name, position & district . . . Where are you in the RtI process?One thing you want to take away from this workshop. . .
3The Why Behind RtI . . . or . . . Doing RtI for All the Right Reasons Questions to ask about RtI:What is the fundamental purpose of our school/s?What knowledge and skills will our children need to be successful adults?What must we do to make learning a reality for every student every day?Austin Buffum, Mike Matos & Chris Weber, Educational Leadership, October 2010Jackie1st Q – Dufour2nd Q 21st Century LearningWhole Child, Character Education, PBIS3rd Q Del Siegle -
4RtI is only meant for Special Education Fact or Fiction?Website resources for supportNational Association for Gifted Children (NAGC)Council for Exceptional Children-Talented & GiftedWisconsin RtI Center within the Department of Public InstructionWisconsin Association for Talented & GiftedRuth We hear a lot of Sp/Ed talk only BUT
5regular education special education & gifted education The process of RtI is meant to encourage greater collaboration betweenregular educationspecial education &gifted educationRuth – RtI provides a structure and a seat at the table of education for ALL
6Wisconsin’s ViewFACTWisconsin explicitly defines RtI as a process for helping all students reach higher levels of academic and behavioral success.Ruth
7RtI Principles and Implications for Serving the Needs of Gifted Students from Claire E. Hughes, Karen Rollins, and Mary Ruth Coleman, RtI for Gifted Students: CEC-TAG Educational Resource; Prufrock Press 2011Jackie – paste cover of book
8Tiered system of interventions The RtI PrincipleTraditional Gifted EducationGifted Education Within Rt ITiered system of interventionsThe more intense the needs, the more intense and long-term the instructional intervention and the more different the learning environment; many “one-size fits all” programs vs. servicesScaffolding support that starts with differentiation in Tier I, targeted support for strengths in Tier II, and individualized supports in Tier III (formal identification may take place here)Jackie
9“All” students experience differentiated lessons RTIGTIn AdditionInstead ofDistrictCurriculumTier I andLevel 1“All” students experience differentiated lessonsTier3Tier 2Tier2Level 2Level3IEPDEPJackieIn the gifted range of services, some students will need to start above the baseline activity level in the classroom, hence the lower percentage at that level.Also, in the gifted pyramid model, the percentages refer to identified and/or talent pool, ‘watch-list’ students; not the entire population of students.Universal ScreeningRobinson & Kueht 2008
10Traditional Gifted Education Gifted Education Within RtI RtI PrincipleTraditional Gifted EducationGifted Education Within RtIEarly interventionSupporting learners in the general education program, with formal identification at grades two or threeRecognizing ability within a nurturing system regardless of label and providing early support to develop potential for all learnersJackie
11Traditional Gifted Education Gifted Education Within RtI RtI PrincipleTraditional Gifted EducationGifted Education Within RtIUniversal ScreeningEstablishing scores that students would reach in order to be placed in the “talent pool”Establishing scores that students would reach that indicate aneed for differentiated and advanced instructionJackie
12Traditional Gifted Education Gifted Education Within RtI RtI PrincipleTraditional Gifted EducationGifted Education Within RtIFidelity of interventionReviewing and evaluating programming to examine parental and student satisfaction and effectiveness of programReviewing and evaluating programming to ensure that the student actually receives instruction geared to his/her particular needs—not a “one-size fits all” program; using student outcome data to show that growth has taken placeJ
13Traditional Gifted Education Gifted Education Within RtI RtI PrincipleTraditional Gifted EducationGifted Education Within RtIProgress MonitoringUsing some pre-assessment and curriculum compacting to allow students to show masteryDocumenting student progress with a goal of providing the appropriate level of instruction to match the student’s strengths, interests and pace of learningJackie
14Professional Development RtI PrincipleTraditional Gifted EducationGifted Education Within RtIProfessional DevelopmentProviding specific, research-based interventions that are appropriate for the needs of the childProviding specific strategies of acceleration, enrichment, and differentiation that are effective with gifted learnersJackie
15Traditional Gifted Education Gifted Education Within RtI RtI PrincipleTraditional Gifted EducationGifted Education Within RtICollaborative StructureCollaborating when needed and when time permitsCollaborating between gifted, special and general education teachers to identify and serve high achieving students in need of differentiated services; providing greater opportunities for twice-exceptional studentsJackie
16Traditional Gifted Education Gifted Education Within RtI RtI PrinciplesTraditional Gifted EducationGifted Education Within RtIParental InvolvementSharing information with and from families to look at achievement levels and effectiveness of interventionsCollaborating with families to look at achievement levels and effectiveness of interventions; building targeted interventions based on information regarding each student’s interest areas and areas of strengthJackieLaw revised in 2008
20Samples of Tier One Academic Options Under RtI Classroom differentiationCluster Ability GroupingThinking SkillsLearning Centers & Activities based on interestRuth
21Samples of Tier Two Academic Interventions Pull-out options that relate to talents & abilitiesCompacting and contractingResource Teachers & Resource MaterialsFlexible GroupingHonors & Advanced Placement & SeminarsCo-curriculars & extra-curricularsRuth
22Samples of Tier Three Academic Interventions Differentiation Education Plans (DEP)MentorshipsInternshipsIndependent ResearchRadical AccelerationEarly Entrance at any levelRuth
23Samples of Tier One Behavioral Interventions for Gifted Students School-wide CounselingBuilding self-awarenessMetacognitive StrategiesCareer & College Readiness and Planning starting as early as possible, but no later than fifth gradeJackie
24Samples of Tier Two Behavioral Interventions for Gifted Students Group Counseling regarding gifted issues (stress, perfectionism, multi-potentiality, asynchronous development, over-excitabilities, etc.)Social skills trainingLeadership trainingSelf AdvocacyJackie
25Samples of Tier Three Behavioral Interventions for Gifted Students Intensive and individual counselingMay require outside servicesJackie
26Samples of Tier One Coaching Support for Teachers & Administrators of Gifted Students Support in differentiation of content, process and productCoaching around the emotional needs of gifted learners in the regular classroomCoaching parents around the needs of gifted students (SENG)Jackie
27Samples of Tier Two Coaching Support for Teachers & Administrators of Gifted Students Continued coachinghigher level differentiation strategiescluster grouping and flexible groupingstructures & schedules that recognize gifted studentsemotional needs of gifted studentsworking with parents of gifted studentsJackie
28Samples of Tier Three Coaching Support for Teachers & Administrators of Gifted Students Coaching to recognize when additional help, resources or outside counseling are neededCoaching around writing and managing a DEP (Differentiated Educational Plan)Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning)Jackie
29Outcomes for Gifted in RtI RtI supports and gives value to regular formative assessments to inform instructional practice.Increased academic achievement is expected and measured.Ruth
30Growth to Standards Approach Fixing AYP Without Abandoning Proficiency Through "Growth to Standards" The essence of the "Growth-to-Standards" approach is to identify schools that are putting their students on growth trajectories to reach proficiency in the future and to credit these schools for that achievement.Schools would do this by using a value-added methodology that converts the static achievement scores of their students to dynamic growth scores. If students currently performing below their AYP target are on track to reach proficiency by the time they graduate, they would be counted among those meeting their AYP target in the current year. If a school were to place enough of these students on growth-to-standards trajectories, it could meet its AYP goal for the year. Using a growth-to-standards approach, in other words, would reduce the proportion of schools failing AYP, but without abandoning the commitment to proficiency. Several existing approaches - Northwest Evaluation Association's growth model, Harold Doran's REACH model and William Sander's value-added model - could accomplish this.
31Early identification policies for nurturing potential in all Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted Students; Prufrock Press 2011Early identification policies for nurturing potential in allEarly identification policies for historically under-represented populations (culturally, linguistically, economically disadvantaged and twice-exceptional)Off-level testing for highly giftedMatching service delivery to identificationRuth
32Evaluation/accountability to monitor delivery & fidelity of service More Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted Students; Prufrock Press 2011Evaluation/accountability to monitor delivery & fidelity of serviceTeacher development, licensure and professional developmentInvolving parents in developing and revising local gifted education plansRuth
33RtI & Gifted Education Resources Gifted Child Today Summer 2009 IssueDPI MediaSite presentationPowerPoint slides included in the presentation.Key Characteristics of Gifted Education Plans
35ContentsDr. Chrystyna Mursky, Wisconsin’s Educational Consultant for Advanced Placement & Gifted/Talented Education, is one of the authors of this article.
36Montana Office of Public Instruction A user friendly 55-page Plan & Resources is available from the Montana Office of Public Instruction. Gifted Education is addressed in Montana’s document also.
37Further Information . . . National Center on Response to Intervention They do not explicitly address gifted, however, there are other resources available about RtI.University of Iowa – Dr. David LohmanFind Dr. Lohman under “Staff” and click on his link to find assessment articles. Especially look for those discussing establishing ‘local norms’ for under-represented populations.
38Further InformationRemoving the Mask: Gifted in Poverty by Paul Slocumb & Ruby Payne2e NewsletterDr. Donna Ford: Closing the Achievement Gap