Transcript Talent Development in an RtI Framework

About the Presenter
 Drew Wellman, Director of Learning and Student Services
for the Lake Mills Area School District
 Lake Mills Area School District—1,400 student K-12
 RtI Background
 Contributing “architect” to two different systems
 Thesis
 Extensive PD
 Admitted RtI super geek

Grew out of experiences as school psych
 Gifted and Talented Background
 Limited experience in GT Prior to D.L.S.S.
 Steep learning curve!
Advance Organizer
 Why the Lake Mills Story?
 Highlights of the Lake Mills Talent Development
Program
 LMASD RtI Efforts and the Connection to Talent
Development
 LMASD TD Program
 PLEASE—Ask Questions as we Go!
Why the LM Story?
 History—3 Years Ago
 No “program”
 Random assortment of good interventions
 Inequitable service delivery
 Many “false starts”
 No decision making framework
 No qualifying criteria
 Stand alone program
 One staff member in charge
 Limited budget
Why the LM Story?
 Progress—Previous 1 ½ Years
 Comprehensive Resource Guide

Begged, borrowed, and stole from many places
 Tightly connected to RtI efforts
 System imbedded
 Distributed leadership model
 Daily supports for students
 Equitable identification processes
 Talent Development philosophical orientation
 Still have a long way to go!
 Still a limited budget ($1,000)!
Why the LM Story?
 From Disjointed to Connected
 Particularly as it applies to RtI
 From Random Acts of Good Intervention to Daily Supports
 From No Decision Making Framework to a Comprehensive
Decision Making Framework
 From No Philosophical Orientation to a Talent
Development Philosophical Orientation
 The LMASD chooses to adopt the language of TD instead of
the more prevalent language of GT. In doing so, we hope to
advance a support system that is more inclusive and flexible
than traditional gifted education approaches, while at the
same time maintaining a commitment to promoting
individualized learning experiences for our most talented
students.
Why the LM Story?
 About 1 ½ Years and Almost $0 Dollars
 No Special Expertise
 If You’re Where We Were—Our Story May Help
 If You’re Looking to Partner with RtI Efforts—Our
Story May Help
Talent Development Program
 Highlights
 Talent Development Identification


3 Tiers—Tier 1 has no floor…everyone qualifies
Tri-annual data meetings
 Promote fluid identification of students
 Natural opportunities to discuss student strengths
 Talent Development Service Delivery
 Most services provided at Tier 1…all have access
 Specific and individualized supports at Tier 2 and Tier 3
 Differentiated Education Plan (DEP)
 30 minutes a day with a TD teacher K-8
 Teachers make the difference!
 Distributed Leadership Approach
LMASD RtI—The Foundation of TD
Interest Convergence!
 We set out to establish a great RtI framework to support
struggling learners…along the way realized this fits
perfect for TD
 The same principles/actions/structures that apply to
struggling learners apply to TD


MTSS, balanced assessment system, data-based decision
making, problem solving process
Intentionally layered TD supports into everything RtI—it
became a “rule” that when discussing RtI we must include TD
 Interest convergence—Provides wonderful opportunity
to grow and strengthen TD efforts for all districts
LMASD RtI—The Foundation of TD
 Evidence Based
AssessmentScreening
and Progress
Monitoring
 Improved Student
Outcomes
 Education for All
Students
Data
Based
Decision
Making
Problem
Solving
Process
Multi-Tiered
System of
Supports
LMASD RtI—Elementary MTSS
S/E/B
Reading
Math
Writing
Universal
2nd Step
Guided Reading
Readers Workshop
Everyday Math
Step Up
Writers Workshop
Sitton
PM-Data
Behavior Plan
Recording
Office Referrals
MAP
Running Rec.
AIMSweb
GL Assessment
MAP
AIMSweb
Everyday Math-IPP’s
Writing Benchmark
Sitton Assessment
Selected
+30 Minutes
PM Monthly
Behavior Plan
Check-in Check-out
Comprehension Toolkit
Decoding Groups
SRA-Reading Mastery
A-Z Reading
LLI
SuccessMaker
Odyssey (I&E)
Reaching all Readers
Number Worlds
Fundamentals
Think Tanks (E)
DreamBox (I&E)
Odyssey (I&E)
Classroom Intervention
TD Groups
TD Groups
TD Groups
PM-Data
Behavior Plan
Recording
Office Referrals
FBA
MAP
Running Records
AIMSweb
GL Assessment
MAP
AIMSweb
Everyday Math-IPP’s
Writing Benchmark
Sitton Assessment
Targeted
+30 Minutes
PM Weekly
Behavior Plan
Check-in Check-out
ERE
SRA-Reading Mastery
LLI
SuccessMaker
Number Worlds
Connected Math
Odyssey
Classroom Intervention
LMASD RtI-Middle School MTSS
S/E/B
Reading
Math
Writing
Universal
2nd Step
Guidance Lessons
Health
Guided Reading
Core Reading
Everyday Math
Core Math
Core Writing
Writers Workshop
PM-Data
Behavior Plan Recording
Office Referrals
MAP
Running Rec.
AIMSweb
MAP
AIMSweb
Everyday Math-IPP’s
Writing Benchmark
Sitton Assessment
Selected
+30 Minutes
PM Monthly
Behavior Plan
Check-in Check-out
Comprehension Toolkit
Jamestown Reading Nav.
Wilson Reading
A-Z Reading
Reaching all Readers
ALEKS
Think Tanks (E)
PreTeach/ReTeach
Classroom Intervention
TD Groups
TD Groups
TD Groups
PM-Data
Behavior Plan Recording
Office Referrals
FBA
MAP
Running Records
AIMSweb
MAP
AIMSweb
Everyday Math-IPP’s
Writing Benchmark
Sitton Assessment
Targeted
+30 Minutes
PM Weekly
Behavior Plan
Check-in Check-out
Jamestown Reading Nav.
Wilson Reading
A-Z Reading
ALEKS
Odyssey
Classroom Intervention
LMASD RtI—MTSS Resources
Elementary School
L-Cat Time
(Intervention)
Roving Resources
Kindergarten
12:00-12:30
1st Grade
12:40-1:10
2nd Grade
1:20-1:50
3rd Grade
*Staff (Special Education,
Para-Educators,
Specialists)
*Narrow responsibilities
*1 teacher/grade
assigned TD group
*Computers
*Curriculum
2:00-2:30
4th Grade
2:40-3:10
LMASD RtI—The Foundation of TD
 Evidence Based
AssessmentScreening
and Progress
Monitoring
 Improved Student
Outcomes
 Education for All
Students
Data
Based
Decision
Making
Problem
Solving
Process
Multi-Tiered
System of
Supports
LMASD RtI—Assessment
 Three Assessment Window’s Each Year
 Fall, Winter, Spring
 Three Data Meetings Follow Testing
 Grade level K-8
 Place students into intervention groups
 Review student progress
 Promotes fluidity of placement
 Equity in identification
 Balanced Assessment System
2012-2013 LMASD Assessment Profile
AC
T
PLAN
EXPL
ORE
WKCE
WK
CE
MAP: Reading, Math, Language
AIMSweb: Reading and Math
Writing Benchmark
Running Records
K
1
2
3
4
5
6
7
8
9
10
11
12
LMASD Assessment Calendar
Assessment
Grades
Fall Window
AIMSweb
K-8
X
X
X
Running
Records
K-5
X
X
X
Writing
Benchmark
K-5
X
MAP
2-7
X
WKCE
3-8, 10
X
EXPLORE
8
X
PLAN
9-10
X
ACT
11
X
Winter Window
Spring
Window
X
LMASD RtI—Assessment and TD
 Assessment Windows and Data Meetings
 Top students are discussed regularly
 Placement into the TD groups is fluid and
activity/assessment dependent




I.E., Problem solving activities for a 1/3 of the year in 3rd grade—
students with strong creativity, curiosity, cognitive abilities selected
for the TD group
I.E., Math activities for a 1/3 of the year—students with strong math
skills selected
Still evolving these efforts
Generally top 10%-15% of students may “fit”
 Consistently high performance will prompt a TD referral for a
DEP
LMASD RtI—The Foundation of TD
 Evidence Based
AssessmentScreening
and Progress
Monitoring
 Improved Student
Outcomes
 Education for All
Students
Data
Based
Decision
Making
Problem
Solving
Process
Multi-Tiered
System of
Supports
LMASD RtI—Problem Solving
Process
 Tri-Annual Data Meetings
 In-Depth Student Decisions for Tier 2 and Tier 3
 Struggling and talented students
 Lake Mills Specific Processes
 Binder system
 Student Services monitors/tracks intervention
placements
 Student Services communicates student needs grade-tograde
 Talent Development Advocates communicates TD
student needs grade-to-grade
LMASD RtI—Problem Solving
 Tri-annual Data Meetings Tool
 See Excel Data Wall
LMASD—RTI and TD
 Interest Convergence
 MTSS-Supports for struggling and advanced learners


Daily contact for all students with a key teacher
Fluid placement
 Balanced Assessment



Multiple opportunities for students to demonstrate deficits
and strengths
Ability to monitor progress over time and compare to
benchmarks
Information contributes to tri-annual data meetings
 Problem Solving Process

The system that “makes the wheels go ‘round”
RtI and Talent Development
 System for Struggling Learners Can Be the
Same/Similar for Advanced Learners



Advocate for alignment rather than independence
 Allowed us to implement services and processes quickly
Advocate for time in the day for intervention
 Opinion: The ONLY way to be true to the RtI framework in a
meaningful way
Advocate for built in data meetings to review student progress
 LM: Simple step of “calendarizing” assessment and meeting
windows institutionalized the process quickly
LMASD Talent Development Program
 Shift to Program Specifics
 LMASD TD Resource Guide
 Identification processes
 Services
 Staff roles/responsibilities
 Additional Tidbits
 Issues
LMASD TD Program Resource
Guide
 A “Frankensteined” Resource
 Begged, borrowed, and stole from everywhere
 No good idea left alone!
 TD Resource Guide
 Provides the framework for our work
 Developed throughout a one-year process

Included K-12 educators and parents
 See LMASD Talent Development Resource Guide
Talent Development Identification
Tier III
Tier II
 Tier III
 Top 1%
 Performance, assessment,
supporting data
 Tier II
 Top 2%
 Performance, assessment,
supporting data
 Tier I
 Top 97%

No ID floor
 Performance, assessment,
Tier I
supporting data
 5 Qualifying Areas
 Tier II and III potentially 10%
of student population
Talent Development Services
Tier III
Tier II
Tier I
 Tier III
 Exceptional needs met
through DEP process (i.e.,
grade acceleration)
 Tier II
 Exceptional needs met
through DEP process (i.e.,
subject acceleration)
 Tier I
 Access to most
extension/enrichment
opportunities
 Needs met largely through
RtI process
Talent Development Services
 Tier 1
 Needs met largely through classroom differentiation
 Competitions, clubs, etc.
 RtI Intervention Time
 Tier 2
 DEP—partnership with students and families
 Possible subject level acceleration
 Everything in Tier 1
 Tier 3
 DEP—partnership with students and families
 Possible subject and/or grade level acceleration
 Everything in Tier 1 and Tier 2
Talent Development Services
Intellectual or
Academically Able
Tier 1
Tier 2
Tier 3
•Classroom Differentiation
•Flex Grouping
•Enrichment Programs
•Tiered Lessons
•Independent Classes
•WCATY
•Online Courses
•Learning Contracts
•DEP
•Cluster Groupings
•Compacted Curriculum
•Mentoring
•Content Area Acceleration
•Independent Classes
•DEP
•Accelerated Content Area
Cluster Grouping
•Individualized Program
•Formal Mentorship
•Grade Acceleration
•Content Area Acceleration
•Independent Classes
•College for Kids
•Art Show
•Music Concert
•Visual Arts Classic
•Honors Classes
•Mentorship
•Apprenticeship with an artist
•JEDI Classes
•Independent Art/Music
•College for Kids
Artistic
•Forensics
•Art Show
•Musicals
Leadership
•Student Council
•Student Council
•Targeted Leadership Training
•Peer Mediation
•Mentoring/Tutoring
•UW-Outreach Programs (i.e.,
Moving Minds, Youth and Parent
Leadership Forum, Science on
Wheels)
Creativity
•Independent Projects
•Differentiation
•Rube Goldburg Challenge
•Creativity Groups
•Creativity Units
•Future Problem-Solving
•Technology Integration
•College for Kids
•Mentoring
•UW-Outreach Programs
Talent Development Services
 Differentiated Education Plans
 Tier 2 and Tier 3
 Describes



PLOP
Goals
Services
 Individualized classes, learning path, subject/grade
acceleration, additional assessments, etc.
 Meet at least annually

Minimally—LEA, TDA, teacher at meeting
Talent Development Staff Roles
 All Staff are Advocates for Talented Students
 Distributed Leadership Model
 Decision making at building/class level

TDA’s, intervention teachers
 Empowering staff

Examples
 Timeliness of response to students and parents
 Staff roles tied into “action teams”
 Increased capacity for awesomeness!
Talent Development Staff Roles
 DLSS
 Oversee program
 Principal
 Oversee building level program
 Talent Development Advocates
 Most important!
 Consultation, DEP team participation, professional
development, identification and tracking responsibilities,
organizational responsibilities, etc.
 Student Services
 Assist in identification (specifically formal testing), student
supports, and RtI system components
Additional Tidbits
 Process
 Organization/Program Architecture for TD



9 months, K-12 committee, professional staff and
administration, 3 meetings
Parent group provided input in 3 meetings
June 2012 Board approval of Talent Development Resource
Guide
 Organization/Program Architecture for RtI


Extensive and ongoing
Different buildings at different places
Additional Tidbits
 Roll Out
 Imbedded in RtI efforts 11-12


“Build the plane as it flies”
Principals and TDA’s helped implement
 Explicit 12-13 in RtI system
 TD Resource Guide Available on Web

www.lakemills.k12.wi.us
 Student Services—Talent Development—Talent Development
Resource Guide
 Building Level Presentations
Additional Tidbits
 At-Risk/Special Education Influences
 Unique learners need a person
 Non-categorical identification fits most students
 Special education process can be informative

Frequency of meetings, meeting participants, information for
plans, etc.
 Supports need to be imbedded into daily practice or
they will not be implemented with fidelity

Services, accommodations/modifications, differentiation
Issues
 Moved Very Quickly
 Can the foundation support the program?



Intervention teachers have steep learning curve
TDA’s are learning to be consultants on the fly
RtI system is still working out the “bugs”
 Staff/parent communication and understanding
Issues
 Tier 1 Identification Criteria
 Is the “everyone qualifies” approach good?
 Tier 2 and 3 Identification Criteria
 Is 98th and above percentile too restrictive? Or, with 5
qualifying areas, is this too broad (theoretically, 10% of
student population identified)
 DEP’s
 Can we manage the administration of these plans?
 What’s so different?
Hopes
 Equitable Identification
 All students get their individual needs met
 The most talented students are identified and supported in
an individualized manner
 Sustainable
 Not dependent on one person
 Approach becomes cultural
 Efforts ease for individual teachers as “system” picks up
 Improved Outcomes
 More engagement, higher scores, happier students, happier
families
Hopes
 Intervention Teachers and TDA’s
 Become experts in TD
 “Own” their TD responsibilities—take professional
development into their own hands
 Create a welcoming environment for students
 Become an essential partner with students and families
Contact Information
 Drew Wellman
 [email protected]
 920-648-2474