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Response to Intervention: A Framework for Educational Reform What does this mean for gifted education? Response to Intervention: A Framework for Educational Reform What does it mean for gifted education? NAGC Tampa, Florida November 2, 2008 Daphne Pereles Colorado Department of Education Lois Baldwin Westchester County, NY Slide 2 Structure for Discussion RtI as an overall systemic change Definition Components Framework Infusing gifted language and consideration through each component An opportunity not to be missed Identifying resources Next Steps How will you use this information to include gifted in your RtI plans? Slide 3 ULTIMATE PURPOSE of RTI Not to determine whether a student qualifies for special education, but rather to enhance the success of students with a variety of academic and behavioral needs. Slide 4 Core Principles We believe that ALL children can learn and achieve high standards as a result of effective teaching. All students must have access to a rigorous, standards-based curriculum and research-based instruction. Intervening at the earliest indication of need is necessary for student success (Pre K-12). A comprehensive system of tiered interventions is essential for addressing the full range of student needs. Slide 5 Core Principles Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. Ongoing and meaningful involvement of families increases student success. All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Effective leadership at all levels is crucial for the implementation of RtI. Slide 6 RtI Defined (Colorado Dept. of Education) Response to Intervention is an approach that promotes a well- integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students academic, social- emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning. The overarching purpose of RtI implementation is to improve educational outcomes for all The overarching purpose of RtI implementation is to improve educational outcomes for all students. Slide 7 How it fits Slide 8 Traditional vs. Problem-Solving Focus on problems within child Focus on outcomes Causes presumed to be largely due to internal variables Causes presumed to be largely due to external variables Unexpected underachievement (relative to ability) Unexpected underachievement (relative to good instruction) IQ-Achievement discrepancy Failure to respond to empirically validated instruction or interventions Assumes better classification leads to better treatment Decisions about students based on progress monitoring data Slide 9 Traditional vs. Problem Solving for GT How are programming needs for gifted and advanced learners currently determined? What variables might be considered in a problem-solving model to determine programming needs? Slide 10 Practitioners Guidebook Six Components Understanding the Three-Tiered Model Key Definitions Role Expectations RtI after Implementation Special Considerations Glossary Resources Slide 11 Colorado Practitioners Guide www.cde.state.co.us Slide 12 Six Essential Components of RtI Leadership Curriculum & Instruction Problem-Solving/Consultation Assessment/Progress Monitoring School Culture & Climate Family and Community Engagement Slide 13 Leadership State Training Guidelines District Professional development Resources Development of leadership roles Building Time Fidelity Support problem-solving process Develop action plan Slide 14 Curriculum Across the Tiers Universal Tier Provide foundation of curriculum and school organization that has a high probability(80 90% of students responding) of bringing students to a high level of achievement in all areas of development/content Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum) Targeted Tier Supplemental curriculum aligned with Core Curriculum and designed to meet the specific needs of the targeted group Intensive Tier Focused curriculum designed to meet the specific needs of the targeted group and/or individual Consideration of replacement Core curriculum Slide 15 Curriculum: Guiding Questions (District or School ) Is curriculum evidenced-based and sufficient? How document evidence and what constitutes evidence (both quantitative and qualitative)? Is the curriculum aligned to the standards? How will the Core curriculum identify needs and how will they be addressed? How will the effectiveness of the Core curriculum be monitored and adapted over time? For which children/students is the Core curriculum sufficient and not sufficient, and why? What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed)? Slide 16 For which children/students is the Core curriculum sufficient and not sufficient, and why ? How would this be answered for students exhibiting possible gifted behaviors? Slide 17 What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed) ? How might this question be answered for gifted learners? How might this inform programming options for gifted learners? Slide 18 Instruction Across the Tiers Universal Tier Instructional strategies that are proven effective by research Instruction that is systematic and explicit Differentiated instruction Targeted Involves homogeneous small group or individual instruction Explicit and systematic instruction targeting specific skill/content Research-based instruction to such student factors as age, giftedness, cultural environment, level of English language acquisition, mobility, etc. Supplemental to Tier I instruction -- increasing time and intensity Intensive Explicit, intense instruction designed to unique learner needs Delivered to individuals or very small groups Narrowed instructional focus and increased time Slide 19 Problem-Solving Process Define the Problem Directly Measure Behavior/Skill Analyze Validate Problem Identify Contributing Variables Implement Develop Plan Implement Plan as Intended Progress Monitor Modify as Necessary Evaluate Response to Intervention Slide 20 The Problem-Solving Process Steps in the ProcessRoles of the Team 1. Define the Problem What is the problem? 2. Problem Analysis Why is this problem occurring? 3. Implement Plan What are we going to do about it? How will we monitor progress? 4. Evaluate Response to Intervention Did it work? 1. Coordinator 2. Consultant 3. Recorder 4. Timekeeper 5. Parent 6. Persons with Expertise in: Data Interventions - Academic/Behavioral Parent Partnerships Community Resources Slide 21 Problem-Solving Team Comprised of teachers (classroom and special educators), specialists, and parents Partner with parents Plan prescriptive interventions for students Promote shared responsibility for student learning Collect and review data Evaluate responsiveness to intervention Slide 22 Assessments in RtI Screening and Benchmark Universal measures that give a quick read on whether students have mastered critical skills. Diagnostic Individually administered to gain more in-depth information and guide appropriate instruction or intervention plans. Progress Monitoring Determines whether adequate progress is made based on individual goals regarding critical skills. Outcome Provides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards. Slide 23 Purposes of Assessment Identify strengths and needs of individual students Inform problem-solving process Inform instruction and necessary adjustments Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district) Inform educational decisions Slide 24 Outcomes of Progress Monitoring Screening Goal: To identify students at academic or behavioral risk Benchmark Testing Goal: Evaluation of students at designated periods Strategic Monitoring Goal: Monitoring individual students using ongoing information about specific skills. Intensive Monitoring Goal: Based on an individualized plan, monitoring individual students using ongoing information about specific skills and interventions. Slide 25 Outcomes of Progress Monitoring Screening Identify types of screening tools currently used for gifted students Benchmark Testing How is benchmark testing currently being used for gifted students? Strategic Monitoring How might this type of skill development monitoring for gifted students be helpful? Intensive Monitoring What specifics would be needed to identify GT plan monitoring? How can this be used to measure effectiveness of individual programming? Slide 26 Progress Monitoring in RtI Strategic Monitoring Targeted interventions based on data that students need for more For students who are struggling with specific skills Monitoring occurs more than at the universal level to ensure intervention is working (e.g., every 4-6 weeks). AApproximately 5-10% of students. Intensive Monitoring Intensive interventions based on comprehensive evaluation. For students with most intensive needs that may be several grade levels behind or above. Monitoring occurs more often to ensure intervention is working (e.g., every 1-2 weeks). Approximately 1-5% of students. Universal Level Research-based, high quality general education. Screening and benchmark testing for ALL students. Data continues to inform inst

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