1. Gifted Education (GATE) and Response to Intervention (RtI)

2. Federal Definition
Response to Intervention is a framework that promotes providing high-quality instruction and interventions matched to student need, monitoring progress frequently to adjust instruction or goals, using data to make educational decisions and collaborating with a multi-tiered support system.

3. Identify students at risk or those demonstrating exceptional ability/potential
Collect and analyze data
Collaborate with stakeholders to discuss action plan
Research evidence-based interventions or extensions
Implement plan
Evaluate effectiveness of intervention or extension
Adjust programming and services based on student progress
The RtI Cycle

4. RtI is preventative and provides immediate support to students who are at risk or who need a qualitatively differentiated curriculum
RtI is a multi-level instructional framework aimed at improving outcomes for ALL students
RtI focuses on evidence-based interventions and/or extensions and adjusts the intensity and nature of those interventions and/or extensions based on a student’s responsiveness

5. Principles for Successful Implementation
RtI is for ALL children and ALL educators
RtI applies to both academics and behavior
Student is at the center of teaching and learning
RtI supports and provides value to the use of multiple assessments to inform instructional practices Based on a problem-solving model that uses data to inform decision -making
RtI is a foundation – not a program
RtI requires collaboration
RtI emerges from and supports research and evidence-based strategies

6. Wisconsin’s Vision for RtI

7. Reasons for Culturally Responsive Practices
Wisconsin students are increasingly diverse
Culturally responsive strategies have a positive impact on learning
RtI is a systems change model. Ongoing evaluation of interventions is critical

8. High-Quality Instruction Multi-Level Support System
Culturally Responsive Practices
Balanced Assessments
Collaboration
High-Quality Instruction
Multi-Level Support System

9. Collaboration
Team includes educators, families ,specialists and community members working together formally and informally
Team identifies and provides supports to students to increase academic achievement and behavioral success through data-based decision making
Frequency and intensity of collaborative partnership will increase with students’ needs
All discussions, programming and services should consider how culturally responsive practices such as relevance, identity, community, and sense of belonging impact collaboration

10. The Power of Team Planning
Teachers, specialists, administrators and parents form a problem-solving team and analyze ongoing assessment so that…….
data drives instruction
and
learning is rigorous, relevant and dynamic!

11. High-Quality Instruction
Curriculum, instruction and assessment
Engaging
Standards-based
Data-driven
Research-based
Must be differentiated for all students and aligned with common core standards
Core curriculum stems from standards, the district curricular framework and the effective use of formative, summative and benchmark assessments

12. High-Quality Instruction
Quality instruction delivered in alignment with student needs
Additional interventions for students not meeting established benchmarks
Additional challenges for students who demonstrated mastery, met or exceeded established benchmarks

13. High - Quality Instructional Practice
Differentiation
Multiple ways for students to acquire and apply knowledge and skills
Multiple ways to motivate and engage students appropriately
Multiple ways for students to demonstrate and teachers to assess student progress
Multiple ways to put the student center of teaching and learning, with students’ needs driving instruction, not programs or curricula.

14. Multi-Tiered
Multiple ways to compliment students’ unique learning styles
Multiple ways for students to acquire knowledge and skills
Multiple ways for students to apply knowledge and skills
Multiple ways for students to demonstrate understandings
Multiple ways for teachers to assess student progress

15. Family and Community
Collaborate with teachers regarding identified needs, strengths and interests
Share information about the student and family
Support student learning at home
Attend problem-solving team meetings
Partner with program planning and progress monitoring
Support social and emotional development of the child

16. According to the National Association of Gifted Children (NAGC)
“There is great potential for gifted educators to be tapped as resources in order to better enable the general education teacher to meet the needs of potentially strong students.”
“With the collaboration of a gifted education specialist, curriculum and instruction at multiple levels can occur and counter the argument of “I just don’t have time or know how to meet everyone’s needs,” which is a concern for many general education teachers.”

17. The Levels of Giftedness
Level 3: Individualized Services
“WOW Student”
5% of identified students
Extreme strengths and abilities
3 years beyond grade-level peers
Mentorships, early graduation, dual enrollment, course waivers
Level 2: Beyond the Classroom
“Needs Your Attention Student”
35% of identified students
Beyond the regular “high-achieving student” by two or three years
Online learning, acceleration, pull-out, AP classes, independent study, etc…
Level 1: In the Classroom – “Catches Your Eye Student”
60% of identified students
Beyond the regular “high-achieving student” by one or two years
Classroom differentiation, compacting, enrichment units, team teaching, flexible grouping, clustering, etc….

18. Intensive Level
Individualized interventions provided to students with intensive affective, accelerative, academic and/or behavior needs
Targeted Level
Interventions and supplemental programming provided to students identified as at-risk of academic and/or social challenges or as above expectations who require specific supports to make adequate progress
Universal Level
ALL students receive research based, high quality, general education that incorporates on-going universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations which are taught, reinforced, and monitored in all settings by all adults. Discipline and other data inform the design of interventions that are preventive and proactive.

19. Non-Negotiable
All gifted learners require Tier I and Tier II programming options or interventions over the course of time.
All gifted learners require a school climate and infrastructure where learning and growth is valued and fostered in academic and talent areas.

20. Tier 1
Differentiated instruction should be provided to accelerate learning for high-ability students and maximize student achievement for all students;
The classroom teacher should provide flexible instructional grouping of students based on their ongoing identified needs;
Classroom teachers should be clear about what they are trying to teach and why it is important;
Students have multiple avenues to show mastery of essential content and skills and to demonstrate their learning;
Instructional pacing, depth and complexity are varied as needed;
Research has shown that teachers are often too random in their delivery of instruction, unclear as to what they are teaching, and unable to define the succinct reason for instruction.

21. SOME: Strategic Targeted Instruction
Tier 2
SOME: Strategic Targeted Instruction
Small and flexible grouping
Supplemental curriculum that aligns with core and standards and meets specific needs of targeted individual or group
Instructional interventions are typically delivered
in small groups of students with similar strengths
and interest needs.
Instruction is based on the needs of individual students as determined by assessment data.
Gifted students perform significantly more highly when the majority
of their time in academic core areas is spent in true peer interactions.

22. Tier 3 Tier 3 refers to evidence-based intensive targeted
interventions for students whose academic and
intellectual needs are not being met by Tier 1 or
Tier 2 supplemental, targeted instruction.
Children and adolescents who will need this
intervention are highly gifted (IQ of 145 or greater)
or exceptionally gifted (IQ 180+). This small
percentage of students requires radical
acceleration, dual enrollment, early entrance,
specialized counseling, long-term mentorships or
participation in a specialized classroom or school
for gifted students.
They require a curriculum that differs significantly in
pace, level, and complexity from age-level peers.
Tier 3 instruction may take place in addition to
Tier 1 instruction or it may replace it entirely. If
progress monitoring and diagnostic assessments
indicate that a student is not making adequate
progress, a student may need a replacement of
the core program (Tier 1 instruction) or be
referred for further evaluation.

23. Enhance success and reduce barriers for vast majority of students.
Another Perspective
Universal Options
Options provided to all students through core curriculum, differentiate d instruction, progress monitoring.
Enhance success and reduce barriers for vast majority of students.
Selected Options
Supplemental options provided for small groups who have not met benchmarks to reduce the potential of long-term failure
Selected Options
Supplemental options provided for small groups who meet benchmarks easily or quickly to increase the likelihood of continued progress
Targeted Options
Options individually designed interventions for students who have a high likelihood of academic failure
Targeted Options
Individually designed interventions for students who exceed expectations and need radical acceleration

24. Tier 2 – Supplemental Level
The Levels of RtI
Tier 3 – Intensive Level
1 – 5% of students
Intensive interventions instead of the core curriculum
Tier 2 – Supplemental Level
5 – 15% of students
Needs met through supplemental and intervention in ADDITION to core curriculum
Tier 1 – Universal Level
80 – 85% of students
Needs best met through differentiated core curriculum in regular classroom

25. Parallels Between RtI and GATE
Tiered model of programming that allows for and provides support systems for diversity of individual need
Progress monitoring continually contributes new data so that learning is dynamic and adjustments are made for depth, pace, and complexity
Supports setting targets or trends for students with long-term planning and monitoring of student progress. Pace of acceleration is based upon experiences and needs of student
Embeds gifted education into the daily focus of quality instruction; not solely enrichment targets

26. Parallels Between RtI and GATE
In gifted education, rather than remediation-based interventions, strength-based interventions and strength-based programming are used for tiered instruction
Problem-solving process which uses data, strengths and interests of students to implement appropriate, rigorous and relevant curriculum and instruction are strengths of RtI
The goal for the struggling student is to be integrated into the regular curriculum and classroom for all content areas, tier 1. The goal for the gifted learner is independent study or tier 3.
The usual model for RtI is a 3-tiered pyramid which works well for GATE learners, however, the time spent in each of the levels should be inverted for gifted learners.

27. Seven Non-Negotiable Essential Components
Evidence-based curriculum and instruction
Ongoing assessment
Collaborative teaming
Data-based decision making
Ongoing professional development
Community and family involvement
Strong leadership

28. Talking Points: RtI Components that have direct implication or application to HASD GATE programming and services
Problem-solving -stakeholders collaborating researching and implementing evidence-based strategies
School Climate -social and emotional needs
Leadership -embeds needs of gifted in instructional, budgetary, professional development, etc…
Professional Development -increasing the capacity of teachers , support staff and administrators to facilitate the effective and affective development of a GATE child
Assessment –commitment to using ongoing formative and pre-assessments and progress monitoring
Curriculum and Instruction -developing and implementing advanced learning plans because C and I is the heart of developing exceptional abilities
Family and Community –building ongoing rapport for planning, problem solving and monitoring student progress

29. Resources http://www.nrcld.org/rti_practices/collaboration.html#