The ‘Other’ RtI: Response to Gifted & Talented Instruction

Jackie Drummer www.watg.org Ruth Robinson Board Members & Past Presidents Wisconsin Association for Talented & Gifted 1

And Who Are You?

Your name, position & district . . . Where are you in the RtI process?

One thing you want to take away from this workshop. . . 2

The 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 2010 3

RtI is only meant for Special Education Fact or Fiction?

Website resources for support National Association for Gifted Children (NAGC)

Council for Exceptional Children-Talented & Gifted

Wisconsin RtI Center within the Department of Public Instruction Wisconsin Association for Talented & Gifted 4

The process of RtI is meant to encourage greater collaboration between

regular education special education & gifted education

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Wisconsin’s View FACT

Wisconsin explicitly defines RtI as a process for helping

all

students reach higher levels of academic and behavioral success.

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RtI 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 2011 7

The RtI Principle

Tiered system of interventions

Traditional Gifted Education Gifted Education Within Rt I

The 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. services

Scaffolding 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)

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In Addition

Tier 3 Tier 2 Tier 2 District Curriculum Tier I and Level 1 “All” students experience differentiated lessons

Instead of

Level 2 Level 3 Universal Screening © Robinson & Kueht 2008 9

RtI Principle

Early intervention

Traditional Gifted Education Gifted Education Within RtI

Supporting learners in the general education program, with formal identification at grades two or three

Recognizing ability within a nurturing system regardless of label and providing early support to develop potential for all learners

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RtI Principle

Universal Screening

Traditional Gifted Education

Establishing scores that students would reach in order to be placed in the “talent pool”

Gifted Education Within RtI Establishing scores that students would reach that indicate a need for differentiated and advanced instruction

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RtI Principle

Fidelity of intervention

Traditional Gifted Education

Reviewing and evaluating programming to examine parental and student satisfaction and effectiveness of program

Gifted Education Within RtI

Reviewing 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 place 12

RtI Principle

Progress Monitoring

Traditional Gifted Education Gifted Education Within RtI

Using some pre assessment and curriculum compacting to allow students to show mastery

Documenting student progress with a goal of providing the appropriate level of instruction to match the student’s strengths, interests and pace of learning

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RtI Principle

Professional Development

Traditional Gifted Education Gifted Education Within RtI

Providing specific, research based interventions that are appropriate for the needs of the child

Providing specific strategies of acceleration, enrichment, and differentiation that are effective with gifted learners

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RtI Principle

Collaborative Structure

Traditional Gifted Education

Collaborating when needed and when time permits

Gifted Education Within RtI Collaborating 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 students

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RtI Principles Parental Involvement Traditional Gifted Education Gifted Education Within RtI Sharing information with and from families to look at achievement levels and effectiveness of interventions

Collaborating 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 strength

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Wisconsin’s Concept Graphic for RtI

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National Center on RtI Graphic

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Samples of Tier One Academic Options Under RtI

Classroom differentiation Cluster Ability Grouping Thinking Skills Learning Centers & Activities based on interest 20

Samples of Tier Two Academic Interventions

Pull-out options that relate to talents & abilities Compacting and contracting Resource Teachers & Resource Materials Flexible Grouping Honors & Advanced Placement & Seminars Co-curriculars & extra-curriculars 21

Samples of Tier Three Academic Interventions

Differentiation Education Plans (DEP) Mentorships Internships Independent Research Radical Acceleration Early Entrance at any level 22

Samples of Tier One Behavioral Interventions for Gifted Students

School-wide Counseling Building self-awareness Metacognitive Strategies Career & College Readiness and Planning starting as early as possible, but no later than fifth grade 23

Samples of Tier Two Behavioral Interventions for Gifted Students

Group Counseling regarding gifted issues (stress, perfectionism, multi-potentiality, asynchronous development, over excitabilities, etc.) Social skills training Leadership training Self Advocacy 24

Samples of Tier Three Behavioral Interventions for Gifted Students

Intensive and individual counseling May require outside services

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Samples of Tier One Coaching Support for Teachers & Administrators of Gifted Students

Support in differentiation of content, process and product Coaching around the emotional needs of gifted learners in the regular classroom Coaching parents around the needs of gifted students (SENG) 26

Samples of Tier Two Coaching Support for Teachers & Administrators of Gifted Students

Continued coaching . . . higher level differentiation strategies cluster grouping and flexible grouping structures & schedules that recognize gifted students emotional needs of gifted students working with parents of gifted students 27

Samples of Tier Three Coaching Support for Teachers & Administrators of Gifted Students

Coaching to recognize when additional help, resources or outside counseling are needed Coaching around writing and managing a DEP ( Differentiated Educational Plan) Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning) 28

Outcomes for Gifted in RtI

 RtI supports and gives value to regular formative assessments to inform instructional practice.

 Increased academic achievement is expected and measured.

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Growth to Standards Approach

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Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted Students; Prufrock Press 2011

Early identification policies for nurturing potential in all Early identification policies for historically under-represented populations (culturally, linguistically, economically disadvantaged and twice-exceptional) Off-level testing for highly gifted Matching service delivery to identification 31

More Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted Students; Prufrock Press 2011

Evaluation/accountability to monitor delivery & fidelity of service Teacher development, licensure and professional development Involving parents in developing and revising local gifted education plans 32

RtI & Gifted Education Resources

http://www.dpi.state.wi.us/cal/gifted.html

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Gifted Child Today Summer 2009 Issue DPI MediaSite presentation PowerPoint slides included in the presentation.

Key Characteristics of Gifted Education Plans 33 5.

Gifted Child Today Summer 2009

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Contents

Dr. Chrystyna Mursky, Wisconsin’s Educational Consultant for Advanced Placement & Gifted/Talented Education, is one of the authors of this article. 35

Montana 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.

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Further 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 Lohman

Find 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. 37

Further Information

 Removing the Mask: Gifted in Poverty by Paul Slocumb & Ruby Payne  2e Newsletter  Dr. Donna Ford: Closing the Achievement Gap 38

Words to Grow By . . . .

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Questions?

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