RtI and Advanced Learners: Taking the Ceiling off Learning

Amy Miller and Maria Katsaros- MolzahnOregon School District Advanced Learning staff

WI RtI Summit March 5, 2015

Oregon School District

Location: South Central Wisconsin just southof Madison in Dane County

Comprised of multiple communities:Village and Town of Oregon, Part of City ofFitchburg, Village of Brooklyn and many smallmunicipalities (3 counties in district)

Enrollment: 3600 (4K-12th)

Wisconsin’s Vision for RtI

Source: McCoach, B., Rambo, K, & Welsh, M. (2013). Assessing the Growth of Gifted Students. Gifted Child Quarterly. 57(1) 56–67.

In school

Summer

(98th percentile)

(16th – 84th percentile)

What story does this data tell about the advanced learners at this school?

Rea

ding

Why RtI for Advanced Learners?

Susan Weinbrenner - “Every student deserves to learn something new everyday.”

Nancy Johnson - “Every child is a gift. It is our responsibility to foster everyone’s talents.”

What Advanced Learning Programs looks like in the OSD

• Over 25 year history of providing services• Current Model is daily instruction in areas of identified need.• How we identify

Data, Data, Data• We began with interest inventories developed in Oregon based

on Federal Guidelines (Marland 1972)• Since 2008 we have been focused on measuring growth of

Advanced Learners and modifying curriculum, pacing and placement to meet individual student needs.

OSD in 2012 to 2014-15Our Focus/Philosophy is Personalization for all Learners/ Educator EffectivenessImpacts for Advanced Learners have been• Increased awareness of the differences in learner growth

and development including under-represented populations• Increased use of data to drive instruction for individual

students• Awareness and increased planned supports for students with

Asynchronous (Atypical Development) (2e) Teachers are becoming more aware of the uniqueness of each learner including Advanced and the importance of all students to have peers and mentors to guide them.

2 Models for RtI1. The Standard Protocol Model

a. A Standard curriculum is usedb. Regular Administration of curriculum based

assessmentsc. Frequent comparison of at-risk students to

expected or normal growth.

2. The Problem Solving Modela. Varied curriculum is usedb. Individual student monitoringc. Collaboration among a range of educators

Think Continuum of Supports

*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

More than a year behind,

gaps and misconceptions

from many years

Gaps and misconceptions

disrupt participation

Struggles with some

assignmentsKeeps up Thrives Excels Years

ahead

What will be needed to support each student along this continuum?

In addition to Instead of

Perspectives on how Giftedness has Changed

Getting Learning Right the First Time-Every Time

● All learning is personal

● This dynamic presents a challenge to educators. We must create conditions and environments that offer the very best chances for individual learners to notice, engage and learn what they need to what they need to be successful. Jim Rickabaugh CESA 1 The Institute

Jim Rickabaugh - Getting Learning Right the First Time

Getting Learning Right the First Time-Every Time

● Deep Understanding of the Learnero Rich profile is developed which includes voice of

student and parent● Customized Rigorous Learning Paths

o Connected to College and Career Readiness

● Measure Learning by Proficiencyo Not credits or seat time

Oregon’s Personalized Learning Google Sitehttps://sites.google.com/a/oregonsd.net/individual-learning-plans/

RtI - Social/Emotional AND Academic

As teachers of Advanced Learners we have focused on Academic AND social and emotional learning.

Daily Goal: All learners’ experience learning opportunities in their Zone of Proximal Development to support development of resiliency, self regulation and understanding of what learning really means.

What Zone Am I In

In our evolution and ongoing evaluation of programming it became apparent that we needed to foster Growth Mindset for our Learners.

Nutshell Growth Mindset

• We can learn to embrace the facts that we do not know YET.

• 40% of general population has this mindset innately and 40% has the opposite.

• In many cases, Advanced Learners struggle with the fixed mindset.

RtI - Social/Emotional AND Academic

Learners are now able to reflect and make a connection to mindset and learning. An 8th grade English student’s reflection to an article on Grit.

That is how I used to feel about writing. In my mind I couldn’t see the shoreline when it came to writing; the objective was blocked by the fog, and it was impossible for me to see where I was going. The hardest part for me was thinking about what to write; there always seemed to be nothing to write about. But late last year, and around the middle of this year, the fog began to clear, and I could see the shore. One of the ways I accomplished this is by having a growth mindset. Late last year I began to think in a way that never really limited me to be stuck and unable to grow. Through me having a growth mindset I could see through the fog so I was able to see and accomplish my goal. For me the biggest factor of grit is having a growth mindset. Like the author said, with a growth mindset, anything is achievable.

RtI - Advanced Learning in OregonElementary● Vertical teaming● Fluid placement based on learning needs● Instruction is developmentally appropriate with dose and

pace meeting individual needs● Adv. Learning staff is more than a case manager for our

learners with the highest needs.● We continue to modify learning environments to better meet

learner needs● Added voice, choice and movement breaks to maximize

learning ● Developed a collaborative partnership with parents.

RtI - Advanced Learning in OregonIntermediate( 2 year building)● Daily instruction based on needs● Part of a Personalized Learning Pilot

● Options for Math- self paced or direct instruction● Adv. Learner teacher co- teaches/teaches● Students are regrouped based on needs● Offers Challenges for learners including competitions● Social and Emotional Supports

o Brainologyo Guidance groupso Lunch groups

● Adv. Learning staff is more than a case manager for our learners with the highest needs.

● We continue to modify learning environments to better meet learner needs● Added voice, choice and movement breaks to maximize learning

RtI - Advanced Learning in OregonMiddle● Homogenous grouping for Enriched English and Math (Science some

years) as well as some clustering● Genius Hour/Passion Projects● Options available to learners to demonstrate learning● Advocacy Workshop offered for 8th graders● “Self Paced” Geometry● Teacher presentations vs. Student Presentations● Social/Emotional Supports – groups, check ins, ● Technology Tools class● Plans are in the works for regrouping based on student needs● We continue to modify learning environments to better meet learner

needs● Added voice, choice and movement breaks to maximize learning

Summary- RtI Moving Forward

● Continue use of data to drive instruction● focus on Social Emotional and Growth Mindset FIRST and ongoing● Personalize Academic and Social/Emotional learning based on student

readiness, interest and needs

GoalRemodel eduation so today’s learners are prepared for tomorrow’s

challenges and opportunities. The empowered learners will drive their own educational journey.

Inevitable Mass Customized Learning in the Age of Empowerment by Charles Schwahn and Beatrice McGarvey - Chap. 7