A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model

(ALM)

Robin Carey George BettsDouglas County School District University of Northern Colorado303-387-0192 970-351-1657robin.carey@dcsdk12.org george.betts@unco.edu

Quotable

The real voyage of discovery consists not of seeking new landscapes,but in having new eyes…

~ Marcel Proust

Who is in the room?

Classroom Teachers Gifted Education Specialists Building Leaders District Leaders State Leaders

Who should be in the room?

Learners Parents Classroom Teachers The Blenders – Building Leaders Gifted Education Specialists Special Education Specialists District Leaders State Leaders Community Resources & Mentors

What do you hope for?

Write down one major question you have at this time. Write down one new learning you hope to take away

from this afternoon’s sessions. Write down an additional new learning (major

approach, model or integrated strategies) you hope to take away from the National Association for Gifted Children conference.

The Concerns-Based Adoption Model (CBAM):Model for Change in Individuals

Stage of Concern Expression of ConcernRefocusing I have some ideas about something

that would work even better.

Collaboration How can I relate what I am doing to what others are doing?

Consequence How is my use affecting learners? How can I refine it to have more impact?

Management I seem to be spending all my time getting materials ready.

Personal How will using it affect me?

Informational I would like to know more about it.

Awareness I am not concerned about it.

Hord, Rutherford, Huling-Austin, Hall. (1987). Taking Charge of Change.

Levels of Learning for Knowledge and Skill Development

Beginning

Developing

Applying

Enhancing

Levels of Learning for Knowledge and Skill Development

Beginning Awareness, Introduction (Not able to apply at this time)

Developing Developing, Comprehending Basic

Knowledge and Skills

Levels of Learning for Knowledge and Skill Development

Applying Using Knowledge and Skills (Successfully using in practice)

Enhancing Enhancing Knowledge and Skills (Applying and developing more in-depth

knowledge and effective skills)

Colorado Department of Education

Definition

In Colorado, Response to Intervention is defined as:

“… a framework 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.”

Colorado Department of Education, 2008

Intensive LevelInterventions are provided to students with intensive/ chronic academic and/or behavior needs based on ongoing progress monitoring and/or diagnostic assessment.

Targeted LevelInterventions are provided to students identified as at-risk of academic and/or social challenges and/or students identified as underachieving who require specific supports to make sufficient progress in general education.

Universal LevelALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. Discipline and other data inform the design of interventions that are preventative.

Understanding the Three-Tiered Model

Colorado Department of Education, 2008

Intensive LevelInterventions are provided to students with intensive academic and/or social-emotional needs based on ongoing progress monitoring and/or diagnostic assessment. Passion development of learner-based curriculum is facilitated and the goal of becoming a lifelong learner emerges.

Targeted Level Interventions are provided to students identified with academic strengths and/or students identified as underachieving who require specific supports to make growth commensurate with ability. Social/emotional areas are targeted based on the need of the learner. Areas of high potential are also targeted based on strengths.

Universal LevelALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. All available data inform the design of interventions to meet the needs of the learner.

Understanding the Three-Tiered Framework for Gifted & Talented Learners

Adapted from Colorado Department of Education

The goal of RtI is improved achievement. Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006).

RtI Framework

The second goal of RtI/ALM is the development of the fully functioning, autonomous learner…

(Betts & Carey, 2010)

RtI Framework

An Autonomous Learner

An autonomous learner, by definition, is “one who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavor.”

(Betts & Knapp, 1981)

Common Ground

RtI and ALM address the cognitive, academic, social, emotional and physical needs of all learners.

These needs are determined by the learners, the parents, the educators, community members and additional educators. The learners become responsible for their own content, processes and products to determine their own directions as learners.

ALM

The Autonomous Learner Model (ALM) was developed specifically to meet the diversified cognitive, emotional, and social needs of learners. While it was originally developed for gifted learners, it has proven to be effective in developing life-long learning for all students.

(From Autonomous Learner Model Optimizing Ability, Betts and Kercher, 1999)

The Five Dimensions of the Model

ALM The Autonomous Learner Model’s five dimensions are

designed to meet individual needs of the learner. Orientation Individual Development Enrichment Seminar In Depth

Each of the dimensions is appropriate at all tiers of instruction in the RtI framework – what will change is the level of intensity.

ALM

Universal instruction The classroom teacher utilizes the Orientation

and Individual Development Dimensions to build the foundation for learners to become autonomous.

All students benefit from identifying: How do I learn? How can I work better in group situations? What does it mean to be an autonomous, life-long

learner?

ALM

Targeted Instruction The classroom teacher and the gifted specialist

collaborate to determine possible constructs for the Enrichment Dimension.

Students who bubble up as need ‘more’ differentiated curriculum to develop a course of study that goes beyond the every day curriculum in a way that best fits their learning styles, strengths, and individual interests through Explorations and Investigations.

ALM

Intensive Instruction The gifted specialist utilizes the Seminar and

In-Depth Dimensions with students who are ready for intense group and individual learning opportunities.

The learning opportunities are developed by the students, as is the criteria for the assessment of that learning. Emphasis is placed on learner-based involvement within Seminars & In-Depth Studies.

Standard-Based Prescribed Curriculum (Universal)

Prescribed Content & Basic Standards Universal Screening Progress Monitoring Prescriptive Assessment Teacher Instruction Cooperative Learning Knowledge, Comprehension & Application

Levels of Thinking Daily Assignments (Retention) Curriculum is basically the same for all

students

Teacher Differentiated Curriculum (Targeted)

Content + Process + Product = Learning Experience Teacher Developed, Learner Implemented Higher Level Thinking Skills Depth and Complexity Integrated In-depth Knowledge Pre-testing and Curriculum Compacting High Level Teacher Differentiated Curriculum Development of Independent Learning Skills In & Out of Classroom Activities -Teacher Developed

Learner Differentiated Curriculum (Intensive)

Investigations & In-depth Studies Learner Developed, Learner Implemented Teacher is Facilitator & works with support team Standards Applications & Extensions Passion-based Learning Application of Independent Learning Skills Mentorships with producing adults in fields of passions Opportunities for becoming “Producers of Knowledge” Beginning of the “Quest”

Learner Differentiated Curriculum (Universal to Intensive)

Curriculum is developed on all three levels by the student and teacher/facilitator

The first major goal is the development of the student as a learner

The second major goal is the development of the teacher as a facilitator of learning

Emphasis in on basic strategies within the ALM and Explorations (Universal), Investigations (Targeted), & In-Depth Studies (Intensive).

Curriculum Differentiation Formula

Content + Process + Product =

Learning Experience

Levels of Learning in Learner Differentiated Curriculum

In-Depth Studies

Investigations

Explorations

Explorations

The First Explorations Family & Friend Explorations Community Search Telephone Explorations Internet Explorations Teacher Explorations Parent Explorations Final Activity on Explorations (by the learners)

Quotable

True motivation Is as mysterious as life itself. It must begin within…

~ George Betts

Quotable

“I saw the angel in the marble and carved until I set him free.”

~ Michelangelo

Quotable

Being alike has brought us together. Being different will help us to grow…

~ George Betts

Explorations

Student Based Diverse Possibilities Short Term Information Gathering Knowledge/Comprehension Emphasis is on Content

Investigations

Student/Learner Based Diverse Possibilities Longer Term Passion Discovery Multiple Means of Reporting Emphasis on Content & Process

In-depth Studies

Learner Based Diverse Possibilities within Passion Passion Development Mentorship Presentation & Assessment of Learning, the

Learner & the Product Content + Process + Product

Explorations

Brainstorm and make a mind map of the different topics associated with the moon.

Find three poets who write about the moon and share their poetry with a friend.

Collect information about the manned flights to the moon.

Find three websites about the moon and compare information from the three sites.

Investigations

Write poetry or a short story about the man on the moon. (Verbal Linguistic)

Chart the phases of the moon for your location and make a moon watching calendar. (Logical Mathematical)

Demonstrate a moon dance or walk. (Bodily Kinenthetic)

Journal the effects that phases of the moon have on people. (Interpersonal)

Investigations (continued)

Moodle (Intrapersonal) Develop a model that portrays the myths about

the moon using at least 5 different geometric shapes (Spatial)

Develop a nature walk done by the light of the moon for your locality. (Naturalist)

In-depth Studies

Design a collection of original poems on myths about the moon.

Create a photographic essay on the thirteen moons of the Native American Culture.

Create a planetarium show about the roles and influences of moon in our solar system

Complete an essay on the different knowledge bases concerning the moon for the 20th century.

ALM & RtI Three Levels of Curriculum

Learner Differentiated Curriculum (Intensive Level)

Teacher Differentiated Curriculum (Targeted Level)

Standard-based Prescribed Curriculum (Universal Level)

RtI & ALM from the Teacher’s Perspective

1. What is the theme, topic, or goal of the lesson?2. What content is evident in standards and/or courses of

study?3. What part of the content is necessary for all, most, some

of the students in the classroom?4. Which students already know some or all of the content to

be taught?5. What differentiated activities are needed?6. How will the differentiated activities take place?7. Who will work in each group?8. When, where, and how long will all lessons take place?9. Who is primarily responsible for all activities and

assessments?

RtI & ALM from the Learner’s Perspective

1. What is the theme, topic, or goal of my study ?2. What content is evident in my levels of study? How do I increase the

content I want to study?3. When do I explore? When do I investigate? When do I learn in-depth? 4. What do I already know about my content and what do I want to learn?5. How long will I work in the area of Explorations?6. How will I complete my Investigation and In-depth Study Contracts?7. What differentiated activities will I develop and complete?8. How will I demonstrate content, process and product in my learning

plans?9. How will my actual learning take place?10. Will I work independently or in a small group?11. What products and presentations will I develop to demonstrate my on-

going learning?12. How will I complete the assessment of my self, my learning, my

products and my presentations.

RtI & ALM from the Facilitator’s Perspective

1. What is the theme, topic, or goal of the learner’s study ?2. What content is evident in the levels of study as the learner begins and

continues working independently?3. What is being explored? What is being investigated? When will the learner be

ready for an in-depth study? 4. What does the learner already know about the content and what do he/she want

to learn?5. How will the learner complete the Investigation and In-depth Study Contracts?6. What differentiated activities does the learner need to develop?7. How will the learner demonstrate content, process and product in the learning

plans?8. How will the learning take place? Describe this through a completed contract.9. Will the learner work independently or in a small group of learners?10. What products and presentations will the learner develop to demonstrate

learning?11. How will the learner complete the assessment of self, the learning process, the

products and presentations?

RtI & ALM from the Mentor’s Perspective

1. Why is this learner and teacher contacting me? Do I want to be involved?2. What is my role in this learning process?3. Will I provide specific learning tasks or find out what learning is wanted by the learner?is

the theme, topic, or goal of the learner’s study ?4. What knowledge-base does the learner already possess? Is the learner able to work

independently on a project? What happens if this doesn’t work?5. What does the learner want to explore? Investigate? When will the learner be ready for an

in-depth study and will my role change throughout this learning process?6. How will the learner complete the Investigation and In-depth Study Contracts?7. What differentiated activities does the learner need to develop?8. How will the learner demonstrate content, process and product in the learning plans?9. How will the learning take place? Describe this through a completed contract.10. Will the learner work independently or in a small group of learners?11. What products and presentations will the learner develop to demonstrate learning?12. How will the learner complete the assessment of self, the learning process, the products

and presentations?

The Basic Grid for RtI & ALMContent + Process + Product = Learning

Process Objectives

What do you want them to know? (Or what do they want to know?)

Activities How will they learn what you want them to know?

Assessment How will you know that they have learned? (Or

what products will they select to complete)

Unit of LearningProcess & Product

Action Words Knowledge & Comprehension

List Recall Comprehend

Application Apply Interpret Make

Analysis Compare Contrast Take Apart

Synthesis Create Design Construct

Evaluation Judge Rate Assess

Products Verbal Individual or Group Presentation Role Playing or Simulation Panel

Visual Painting Sculpture Ceramics

Written Letter to the Editor Essay Chapter or Book

Kinesthetic Dance Mime Diorama

Technological Technological Combination of the Avove Using different elements of technology

EnrichmentUnit of Learning _________________________ (template example)

Knowledge/ Comprehension

Application Analysis Synthesis Evaluation

Content Process Product

Unit of Learning TKAM (Teacher developed)

Knowledge/ Compr

Application Analysis Synthesis Evaluation

Content Process Product

Characters

List the major and minor characters in TKAM.

Using a web, show how the characters are related and connected.

Inspect the relationship between Scout, Jem and Atticus. Relay your findings in a Power Point Presentation

What would the entries in Boo Radley’s diary say? Write 5 entries as you believe he would.

Which character in the novel has the greatest impact on the reader? Be ready to defend your choice in a debate with classmates.

ListWebPPTDiaryDebateOralSummaryMovie PosterChartMap/ModelPers SpListJournalInterviewMoviePanel disc.Wr. OutlineDrawingsChartCollageEditorial

Plot/ settingRecall the major plot points of TKAM.

Choose a setting or settings that you would put on a movie poster for TKAM. Create it!

Using a chart, compare/contrast the Finch and Radley homes.

Create a map or model of Maycomb, using descriptions from the novel as your guide.

Write a persuasive speech on the use of setting in the novel.

Themes/ issues

List the main themes/issues encountered in TKAM.

Keep a response journal as you read the novel, keeping track of feelings, confusion, expectations, etc.

Using your journal as a guide, create an interview to conduct with three classmates about their feelings regarding the journal.

Rewrite a scene from the novel, using current language and slang. Cast the scene and videotape it to show the class.

Choose an issue from the novel to become an expert on. Be ready to demonstrate your expertise during a Panel Discussion.

AuthorOutline the life of Harper Lee

Choosing specific aspects of Ms. Lee’s life, demonstrate through drawings how they led her to become an author.

Using a chart, compare/contrast the views of Harper Lee with those of Black American authors who wrote about the time period from 1920-1940.

Gather clippings from multiple sources to create a collage depicting the life of Harper Lee.

Write an editorial about Harper Lee and her novel, To Kill a Mockingbird.

In DepthUnit of Learning Role of Bombers in the South Pacific (Learner Developed)

Knowledge/ Comprehension

Application Analysis Synthesis Evaluation

Content Process Product

American Bombers

List of specs for three American Bombers

Model of a Bomb Sight

Chart of Design Influences on the Bombers today

Aviation in the South Pacific Card Game

Discuss if Bomber use in the South Pacific was too extensive

ListModelChartGameDiscussionSummaryTimelineDrawingsDebateOral desc.PosterScheduleMemoran.Persuasivepaper

Japanese Bombers

Oral Repetition of Japanese Bombers

Summary of Japanese Bombers in the War’s outcome

Series of drawings comparing Japanese and American Bombers

Model of a Kamikaze Battle

Debate if Kamikaze pilots were effective

Bomber Escorts

Oral Description of Fighters used

Timeline of Fighters

Chart of weaponry used

Air Force recruitment poster

Discuss if escorts helped or hindered bombing runs

Bomber Bases

Schedule of bombing runs

Model of Anti-Aircraft gun

Timeline of Aircraft Carriers

Memorandum of Disciplinary Procedures

Persuasive Paper on our justification in putting Military Bases on these islands.

Essential Knowledge of RtI/ALM

• CBAM (Concerns-Based Adoption Model)

• RtI Leadership Team

• Autonomous Learner Model

• Multi-Tiered Instructional Model

Essential Knowledge of RtI/ALM

• Universal Assessment/Screening (Strength-based)

• Progress Monitoring

• Data Driven Decision Making/ Problem Solving Process

• Family Partnerships

Essential Knowledge of RtI/ALM

• Community Partnerships

• Fidelity of Implementation

• RtI/ALM for Gifted & Talented Learners

• Our Goal: The 21st Century Autonomous Learner

Essential Skills

• Applying the CBAM Process

• Developing Facilitative Environments

• Using Communication Skills

• Using Consultation Skills

• Using Collaboration Skills

Essential Skills

• Discussing for Understanding & Implementation

• Acquiring basic knowledge of Response to Intervention (RtI)

• Acquiring basic knowledge of Autonomous Learner Model (ALM)

• Facilitating RtI Leadership Team

• Developing Multi-Media Products

Essential Skills

• Facilitating Progress Monitoring

• Using Problem Solving Process to Make Data-Driven Decisions

• Meeting with Learners as They Facilitate Learning Decisions

• Implementing Learner-Based Curriculum & Instruction

• Processing Individual & Group Reflections of RtI/ALM Process

Essential Skills

• Supplying On-going Resources & References for RtI/ALM

• Providing Workshop Presentations & Facilitation

• Designing High Quality Curriculum

• Providing High Quality Instruction

• Implementing Evidence-based Teaching Strategies at All Levels

A Summary: RtI & ALM Curriculum

Includes the Intellectual, Emotional & Social Domains of the Learner

Develops the strengths and abilities of the individual Includes all Five Dimensions of the ALM Includes areas within all Five Dimensions of the ALM Includes Content + Process + Product = Learning Experience Includes Universal, Targeted & Intensive Levels according to RtI Aims toward the goal of developing each student as an

autonomous learner

Reflection…

What new ideas do you have about the Response to Intervention framework and the Autonomous Learner Model that you didn’t have before this afternoon’s session?

What new questions does the session cause you to ask?

What action steps are you now planning?