pre-conference, thursday, oct 10, 2013
TRANSCRIPT
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RtI and Gifted EducationPre-Conference, Thursday, Oct 10, 2013
Heidi Erstad, Technical Assistance Coordinator, Wisconsin RtI CenterKelli Kwiatkowski, Dir of Curriculum, New Berlin School District, WATG BoardSue Lee, Curriculum Support Specialist, K-12 Enrichment Coordinator, School District of Menomonee Falls, WATG Board
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Pre-Conference Outcomes
❏ Understand how the structure and culture of RtI encompasses the needs of gifted students and advanced learners
❏ Make connections to other initiatives❏ Leave with at least one “next step”❏ Learn about at least one valuable resource❏ Learn enough about the integration of GT in
RtI to be dangerous in your district :-)
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Who is in the room today?What is your “burning question?”
● Engage in professional discourse● Share
○ knowledge/expertise○ resources
● Keep conversations and questions focused ● Quiet the technology...
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Agenda❖ Big picture: G/T & RtI❖ Technical and Adaptive Changes around...
➢ Data-Based Decision-Making: Universal screening & collaboration around data
➢ Programming: Continuum of supports for all➢ Data-Based Decision-Making: Progress
monitoring ❖ Building your framework
➢ System tools ➢ Answers in the room
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Big Picture: How does G/T fit in Wisconsin’s RtI framework?
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Wisconsin RtI is….
An organizational framework that guides implementation of a culturally responsive multi-level system of support to achieve academic and behavioral success for all.
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UniversalSelected
Intensive
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1. RtI is for ALL children and ALL educators.2. RtI must support and provide value to effective
practices.3. Success for RtI lies within the classroom through collaboration.4. RtI is a framework that supports both academic and behavioral
success.5. RtI supports and provides value to the use of multiple
assessments to inform instructional practices.6. RtI is something you do and not necessarily something you
buy.7. RtI emerges from and supports research and evidence based
practice.
Guiding Principles for RtI
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Unpacking the Guiding Principles
1. Read and discuss the guiding principle assigned to your group
2. Create 2 columns below the statement. In words/pictures, articulate what the principle means for... Column 1: Your school/district in generalColumn 2: For the gifted and talented learners, program, policies, and/or practices in your school
3. Be prepared to share out your group’s main ideas (keep share out under 2 minutes)
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Technical & Adaptive Challenges● Easy to identify● Clear solutions● Solved by an authority or
expert● Change in just one/few
places● People generally receptive● Solutions can often be
implemented quickly, even by edict
● Difficult to identifyi● Changes in values, beliefs,
roles, & approach to work● People with the problem do
the solving● Change in numerous places
across the organization● People often resist even
acknowledging● “Solutions” require
experiments and new discoveries; take a long time to implement
Adapted from Ronald A. Heifetz & Donald L. Laurie, “The Work of Leadership,” Harvard Business Review, January-February 1997;
Structures, resourcesCulture, beliefs, practices
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Balanced Assessment
Universal PLUSProgress
monitoring
Formative, benchmark &
summative assessments
Universal PLUSProgress
monitoring
Collaboration
Universal PLUSCollaboration
Regular ongoing
collaboration
Universal PLUSProblem-Solving
Team
Instruction
Universal PLUSIntervention or Add’l Challenge
High quality instruction
Universal PLUSIntervention(well-below)
or IN LIEU OF Universal
(well-above)
COLLEGE & CAREER READINESS OUTCOME
Wellbelow or above
DIG
DEE
PER
Can
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If s
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Moderately below or above
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Wha
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On track
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The Screening Process
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Building a Pupil Profile
Determine student need v. student label
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What assessments do I use for universal screeners?
What do you already have?
- NWEA MAP- WKCE - Aspire Suite- EXPLORE/PLAN/ACT- Star- CogAT to all - Common assessments
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We have all this data and know we are supposed to use it
I have these questions that I need to answer, now let’s get the data we need.
VS.
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Universal Screening
A process in which data from multiple measures are analyzed to determine whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations.
This screening process is also used to gauge the effectiveness of our universal level of instruction and support.
Source: Wisconsin RtI Center glossary
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s. PI 8.01(2)(t)2, Wis. Admin. Rule
Data collected must:● Include both quantitative and qualitative
sources.● Be responsive to all students.● Match the purpose for which the information
is being used
See more at: http://cal.dpi.wi.gov/cal_identify-student-needs#sthash.X8bXHmPZ.dpuf
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There’s no such thing as perfect screening!
??
?
?
??
Common strategies to verify uncertain results
• Confirm with other data sources• Call on professional insight• Progress monitor*
*Use only if no other data exist;Most effective with primary age students
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Beware of ceiling effects
“From a measurement perspective, the WKCE may provide limited growth information for students in the highest performance level because large numbers of students are scoring in regions of the scale with the most amount of error. To measure these students with precision more difficult items need to be added to the test.” -WKCE Technical Report, 2011
http://oea.dpi.wi.gov/files/oea/pdf/td-2011-techman.pdf page 140
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Example Targeted Screeners
Targeted Screeners to dig deeper after asking,
“Why, Why, Why, Why, Why?” and not sure what programming may fit with the student(s).http://cal.dpi.wi.gov/files/cal/pdf/targeted-screeners.pdf
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Universal Screening for GT/ Advanced Learners
Screen at benchmark. LOTS of students at benchmark, a universal issue
Where is the best place to meet students needs?
- Intensive level at one school
- Universal at another (depending in your local data)
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What do your students need?
“Supplementary advanced academic services should focus on needs that are not being met as part of the general curriculum of a local school or district, rather than on a statewide or national grade-level standard.” P.9From Beyond Gifted Education by Peters, Matthews, McBee, & McCoach © 2014 Prufrock Press, Inc.
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Screening Process
The Screening Process should match the programming available.
Your local population and curriculum should be taken into consideration when developing your screening process.
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Above benchmark
Atbenchmark
Belowbenchmark
Well-belowbenchmark
School A School B
Match supports to needs
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Reflection:
Four things to think about screening process:❏ What multiple measures are used in your
district screening process?❏ How does “soft data” affect decision making
in your district?❏ Does the process match the programming
options available?❏ What strategies/data exist to help you dig
deeper about individual students? About your system?
Technical Change
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Data-Based Decision-Making Culture
DataDecision points/protocolsCollaborationFocus
Adaptive Change
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What does your data tell you?
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What does your data tell you?
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Cultural Competence* in data-based decision-making means...
Source: Wisconsin RtI Center Glossary
• Believing that all students will learn • Placing the locus of responsibility on the
professional and the institution • Examining systems, structures, policies and
practices for their impact on all students
*Wisconsin DPI and RtI Center definition
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Reflection:
How does/could data help me in my role be more responsive to student needs?
What is the next conversation you need to have at your district (and with whom) to move to a system that meets the needs of ALL students?
Adaptive Change
We will start back up at 10:30!
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Instructional programming
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Balanced Assessment
Universal PLUSProgress
monitoring
Formative, benchmark &
summative assessments
Universal PLUSProgress
monitoring
Collaboration
Universal PLUSCollaboration
Regular ongoing
collaboration
Universal PLUSProblem-Solving
Team
Instruction
Universal PLUSIntervention or Add’l Challenge
High quality instruction
Universal PLUSIntervention(well-below)
or IN LIEU OF Universal
(well-above)
COLLEGE & CAREER READINESS OUTCOME
Wellbelow or above
DIG
DEE
PER
Can
we
veri
fy n
eed?
If s
o, w
hat
is u
nder
lyin
g n
eed?
Moderately below or above
MA
TCH
NEE
DS
TO S
UP
PO
RTS
Wha
t le
vel a
nd t
ype
of s
uppo
rt d
oes
stud
ent
need
?
UN
IVER
SAL
SELE
CTE
DIN
TEN
SIV
E
SCR
EEN
Is
stu
dent
on
trac
k to
mee
t or
exc
eed
outc
ome?
On track
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Establish a Continuum of Services
http://cal.dpi.wi.gov/files/cal/pdf/continuum-of-services.pdf
Technical Change
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Research-based supports● Guidance for Selecting Interventions and Additional
Challenges
● Wisconsin Additional Challenges Selection Tool
Technical Change
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Begin with a high quality Universal instruction
Adaptive Change
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Table Activity
Think of as many synonyms as you can...
Rigor
Relevance
Engagement
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What is this student telling you?
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RTI is the RIGHT amount
Rigor
Relevance
Engagement
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Reflection
In thinking about your continuum of supports for advanced learners…● What’s in place?
Where are the gaps?
● What is working? Whose needs are being addressed?
● What is not working? Whose needs are not yet being served?
Reflection
Adaptive Change
Technical Change
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Balanced Assessment
Universal PLUSProgress
monitoring
Formative, benchmark &
summative assessments
Universal PLUSProgress
monitoring
Collaboration
Universal PLUSCollaboration
Regular ongoing
collaboration
Universal PLUSProblem-Solving
Team
Instruction
Universal PLUSIntervention or Add’l Challenge
High quality instruction
Universal PLUSIntervention(well-below)
or IN LIEU OF Universal
(well-above)
COLLEGE & CAREER READINESS OUTCOME
Wellbelow or above
DIG
DEE
PER
Can
we
veri
fy n
eed?
If s
o, w
hat
is u
nder
lyin
g n
eed?
Moderately below or above
MA
TCH
NEE
DS
TO S
UP
PO
RTS
Wha
t le
vel a
nd t
ype
of s
uppo
rt d
oes
stud
ent
need
?
UN
IVER
SAL
SELE
CTE
DIN
TEN
SIV
E
SCR
EEN
Is
stu
dent
on
trac
k to
mee
t or
exc
eed
outc
ome?
On track
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Progress monitoring
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Progress MonitoringQuestions from April G/T & RtI session● How do you progress monitor in math and ELA, K-
12?● Does progress-monitoring at the high end look
different from progress-monitoring for students who struggle?
● What progress monitoring tools are available?● How often do you progress monitor a GT student?● What if progress isn’t quantifiable?● How do we measure growth in projects/advanced
classes?
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What is progress monitoring?
A process used to measure student responsiveness to interventions or additional challenges and to evaluate the effectiveness of interventions and additional challenges
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Bottom line: Progress monitoring helps you answer these questions
1. Are students meeting short- and long-term goals?
2. Are students making progress at an acceptable rate?
3. Does the instruction need to be changed?4. Are the right supports available?
Adapted from RTI Essential Components Part 2: Using Data to make educational decisions
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How to progress monitor
Determine needs and select measures
Establish the baseline
Set a goal
Determine frequency of progress monitoring
Collect and document progress monitoring data
Analyze progress monitoring data and adjust accordingly
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What to look for in progress monitoring measures• Technically sound:
• VALID: Matched with area targeted for instruction
• MULTIPLE FORMS: Repeatable to gauge rate of
progress over time
• SENSITIVE: Able to detect changes in performance
• RELIABLE: Standardized administration procedures
and scoring
• Efficient to administer
Adapted from US Dept. of Education Progress Monitoring in Math
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Progress monitoring and advanced learning: Additional considerations
Goals● Based on conceptually important “big ideas”● Tap into complex strategies● Use clearly-articulated, mutually-understood
success criteria
Progress monitoring measures/process● Sample above-grade level behavior● Engage student● Provide feedback
Adapted from: Johnsen, S. & Sulak, T. (2013). Screening, assessment, and progress monitoring. In Implementing RtI with Gifted Students. Waco, TX: Prufrock Press
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Examples of progress monitoring measures for advanced learning
– Running records– Observations– Analytic rubrics– Conference interviews– Products, performances– Portfolios– Off-grade achievement tests– Grades in accelerated courses– Your ideas...
Source: Johnsen, S. & Sulak, T. (2013). Screening, assessment, and progress monitoring. In Implementing RtI with Gifted Students. Waco, TX: Prufrock Press
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Progress monitoring measures More examples
Growth area Progress monitoring measure
Math Problem Solving
• NWREL Problem Solving Scoring Guide
Writing • SBAC Performance Task Writing Rubrics• NWREL 6 Traits Analytic Rubrics
Reading • Ellin Keene's MPIR (Major Points Interview for Readers) Assessment
• Metacognitive Awareness of Reading Strategies Inventory
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Progress monitoring measures More examples
Growth area Progress monitoring measure
Thinking • Lake Oswego School District Thinking Skills Assessment
• Junior Metacognitive Awareness Inventory (Jr. MAI) see appendix
• AEA 267 Complex Thinking Skills Teaching and Assessment
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Student Support Profile
Wauwatosa example
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GROWTH
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SLO Process
Review data
Identify area of academic need
Identify targeted student population
Document baseline data
Identify SLO interval
Identify evidence sources to measure student progress
Establish growth goals
Determine strategies and supports
Create SLO plan
Collect data
Check for progress and adjust accordingly
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Reflection
In thinking about monitoring the progress of your advanced learners…● What’s in place? ● Where are the gaps?● What existing data / assessments are
already available or could be tweaked to serve this purpose?
● How does your progress monitoring data change the way you serve students?
Reflection
Adaptive Change
Technical Change
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How do you know programming for your advanced learners is working?
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Evaluating your system
How do you know programming for your advanced learners is working?Ask questions about your DATA
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Evaluation tools
● GT Gap Analysis Tool to drive inquiry about your district’s programming.
● RtI Schoolwide Implementation Review (SIR) to identify status and guide implementation of your overall RtI system
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How do we get started?
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How do we get started?
Build urgencyShow a real need to meet the needs of a population of students
-staff development-resources-curriculum-look at GT as a structure in the system
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Let’s wrap up
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How do we make it MORE likely
By DESIGN than by chance ● that students get what they need?
○ Data based decision making○ High quality instruction○ Balanced assessment○ Culturally responsive practices○ Collaboration○ Leadership and organizational structures
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Pre-Conference Outcomes
❏ Understand how the structure and culture of RtI encompasses the needs of gifted students and advanced learners
❏ Make connections to other initiatives
❏ Leave with at least one “next step”❏ Learn about at least one valuable resource❏ Learn enough about the integration of GT in
RtI to be dangerous in your district :-)