RtI and Gifted

Response to Intervention + GT : 

Response to Intervention + GT Fact or Fiction? 1 Ruth Robinson Board Member Wisconsin Association for Talented & Gifted www.watg.org

RtI is only meant for Special Education: 

RtI is only meant for Special Education FICTION! 2 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

: 

3 The process of RtI is meant to encourage greater collaboration between regular education special education & gifted education

This (RtI)ship has left the dock!: 

This (RtI)ship has left the dock! 4 Gifted Education either has to jump on board or miss a key opportunity to ensure systematic, continuous, appropriate services for gifted students.

Wisconsin’s View: 

Wisconsin’s View FACT Wisconsin explicitly defines RtI as a process for helping all students reach higher levels of academic and behavioral success. 5

Systems view of RtI – WI DPI : 

Systems view of RtI – WI DPI Multi-level System of Support Balanced Assessment Collaboration High Quality Instruction Culturally Responsive Practices 6

Components of RtI: 

Components of RtI Universal Screening Tiered system of instruction based on level of need Implementation of research based instructional strategies with fidelity Monitoring progress toward higher levels of achievement. 7

Components of RtI - continued: 

Components of RtI - continued Culturally responsive instructional materials Professional development keeping pace with research-based curriculum & instructional techniques Collaboration in professional learning communities involving all educators 8

Wisconsin’s Concept Graphic for RtI: 

Wisconsin’s Concept Graphic for RtI 9

National Center on RtI Graphic: 

National Center on RtI Graphic 10

Gifted and Talented: 

Gifted and Talented 11 Level 3 District Curriculum Level I “All” students experience differentiated lessons Level 2 Instead of Robinson & Kueht 2008

Response To Intervention: 

Response To Intervention 12 In Addition Tier 3 District Curriculum Tier I “All” students experience differentiated lessons Tier 2 Robinson & Kueht 2008

Slide 13: 

Universal Screening RTI GT DEP Level 3 Level 2 Tier 2 Tier 3 In Addition Instead of District Curriculum Tier I and Level 1 “All” students experience differentiated lessons Tier 2 IEP 13 Robinson & Kueht 2008

Slide 14: 

14

Gifted Education & RtI: Complementary?: 

Gifted Education & RtI: Complementary? FACT The following slide compares the two. 15

Characteristics of Characteristics of Effective RtI Systems Effective Gifted Plans: 

Characteristics of Characteristics of Effective RtI Systems Effective Gifted Plans 1. Schoolwide systems 2. Staff works together to achieve common goals 3. Respond to individual differences and enhance learning opportunities for all students 4. Adapt knowledge, skills, and dispositions to meet the unique needs of diverse learners 5. Multiple assessments work together to provide a complete picture of the student (academics, behavior, social) 6. Instruction emerges from and supports research and evidence-based practices 7 . Includes a process for decision-making using multiple sources of data 1. Systemic 2. Collaborative 3. Sustainable 4. Fluid 5. Appropriate 6. Comprehensive, Aligned 7. Measurable 16

Universal Screening: 

Universal Screening All students are assessed regularly to determine level of instructional need. All levels of need are addressed Universal screening takes place at least twice during a school year. Some districts do so three times a year. 17

Tiered System of Instruction: 

Tiered System of Instruction Quality instruction delivered in alignment with student need. Additional interventions for students who are not reaching established benchmarks. Additional challenges for students who have already met or exceeded the benchmarks. 18

Twice Exceptional Students: 

Twice Exceptional Students 19 The use of the RTI framework for gifted students would support advanced learning needs of children in terms of a faster paced, more complex, greater depth and/or breadth with respect to their curriculum and instruction. It should also be noted that students who are gifted with disabilities may need more than one level of intervention and advancement in terms of curriculum and instructional strategies.

Academically Gifted Minority Students: 

Academically Gifted Minority Students How can we distinguish between: High achieving students who exhibit excellence routinely High-potential students who demonstrate potential for excellence Hard to Identify – still harder to develop! 20

Local Norms ? What is that?: 

Local Norms ? What is that? “ Consider grouping students by opportunity to learn and selecting the highest-scoring students within groups .” Professor David F. Lohman Psychological & Quantitative Foundations College of Education The University of Iowa 21

Local Norm Group: 

Local Norm Group Encouraged to participate Offered options with support Scaffolding skill development Good for all kids? Sure! 22

What does that look like?: 

What does that look like? 9 th Grade MAP Math scores – Highest Distribution Highest-scoring African American 9 th Graders

Progress Monitoring: 

Progress Monitoring Highest-Scoring Distribution of all students (only some of 440 total shown) 221-230 231-240 241-250 251-260 261-270 271+ 59 83 71 41 8 63 98 80 45 12 3 Highest-scoring African American 9th Graders Comparison 221-230 231-240 241-250 251-260 261-270 271+ 3 2 1 1 4 1 fall spring 24

Progress Monitoring: 

Progress Monitoring RtI supports and gives value to regular formative assessments to inform instructional practice. Increased academic achievement is expected and measured. 25

RtI & Gifted Education Resources: 

RtI & Gifted Education Resources http://www.dpi.state.wi.us/cal/gifted.html Gifted Child Today Summer 2009 Issue DPI MediaSite presentation PowerPoint slides included in the presentation. Key Characteristics of Gifted Education Plans 26

Gifted Child Today Summer 2009: 

Gifted Child Today Summer 2009 27

Contents : 

Contents 28 Dr. Chrystyna Mursky, Wisconsin’s Educational Consultant for Advanced Placement & Gifted/Talented Education, is one of the authors of this article.

Wisconsin RtI Center : 

The Wisconsin RtI Center is a collaborative project between the DPI and the 12 CESAs to provide professional development & technical assistance to school districts. The PBIS (Positive Behavioral Interventions & Supports) Network operates within the RtI Center. Wisconsin RtI Center 29

Montana Office of Public Instruction: 

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. 30

Slide 31: 

31 Originally conceptualized as an early identification system for struggling students, Response to Intervention ( RtI ) holds promise for supporting the academic and behavioral success of all students, including those whose needs go beyond the core curriculum . Response to Intervention and Gifted Education - from the Wisconsin DPI website

Further Information . . . : 

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. 32

Further Information : 

Further Information Removing the Mask: Gifted in Poverty by Paul Slocumb & Ruby Payne 2e Newsletter Dr. Donna Ford: Closing the Achievement Gap 33

Words to Grow By . . . .: 

Words to Grow By . . . . 34 FACT!