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The ‘Other’ RtI: Response to Gifted & Talented Instruction

Jackie Drummer Ruth Robinson

Board Members & Past PresidentsWisconsin Association for Talented & Gifted

www.watg.org

And Who Are You?

Your name, position & district . . . Where are you in the RtI process?One thing you want to take away from this workshop. . .

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The Why Behind RtI . . . or . . . Doing RtI for All the Right Reasons

Questions to ask about RtI:What is the fundamental purpose of our school/s?What knowledge and skills will our children need to be successful adults?What must we do to make learning a reality for every student every day?

Austin Buffum, Mike Matos & Chris Weber, Educational Leadership, October 2010

RtI is only meant for Special Education

Fact or Fiction?

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Website resources for support

National Association for Gifted Children (NAGC) Council for Exceptional Children-Talented & Gifted

Wisconsin RtI Center within the Department of Public InstructionWisconsin Association for Talented & Gifted

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The process of RtI is meant to encourage greater collaboration between

regular education special education &

gifted education

Wisconsin’s View

FACT

Wisconsin explicitly defines

RtI as a process for helping

all students reach higher

levels of academic and

behavioral success.6

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RtI Principles and Implications for Serving the Needs of Gifted Students

from Claire E. Hughes, Karen Rollins, and Mary Ruth Coleman, RtI for Gifted Students: CEC-TAG Educational Resource; Prufrock Press 2011

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The RtI Principle

Traditional Gifted Education

Gifted Education Within Rt I

Tiered system of interventions

The more intense the needs, the more intense and long-term the instructional intervention and the more different the learning environment; many “one-size fits all” programs vs. services

Scaffolding support that starts with differentiation in Tier I, targeted support for strengths in Tier II, and individualized supports in Tier III (formal identification may take place here)

Universal Screening

Level

3

Level 2

Tier 2

Tier

3

In Addition Instead ofDistrict

Curriculum

Tier I and Level 1

“All” students experience

differentiated lessons

Tier

2

9© Robinson & Kueht 2008

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RtI PrincipleTraditional Gifted Education

Gifted Education Within RtI

Early intervention

Supporting learners in the general education program, with formal identification at grades two or three

Recognizing ability within a nurturing system regardless of label and providing early support to develop potential for all learners

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RtI Principle Traditional Gifted Education

Gifted Education Within RtI

Universal Screening

Establishing scores that students would reach in order to be placed in the “talent pool”

Establishing scores that students would reach that indicate a need for differentiated and advanced instruction

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RtI PrincipleTraditional Gifted Education

Gifted Education Within RtI

Fidelity of intervention

Reviewing and evaluating programming to examine parental and student satisfaction and effectiveness of program

Reviewing and evaluating programming to ensure that the student actually receives instruction geared to his/her particular needs—not a “one-size fits all” program; using student outcome data to show that growth has taken place

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RtI PrincipleTraditional Gifted Education

Gifted Education Within RtI

Progress Monitoring

Using some pre-assessment and curriculum compacting to allow students to show mastery

Documenting student progress with a goal of providing the appropriate level of instruction to match the student’s strengths, interests and pace of learning

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RtI Principle Traditional Gifted Education

Gifted Education Within RtI

Professional Development

Providing specific, research-based interventions that are appropriate for the needs of the child

Providing specific strategies of acceleration, enrichment, and differentiation that are effective with gifted learners

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RtI Principle Traditional Gifted Education

Gifted Education Within RtI

Collaborative Structure

Collaborating when needed and when time permits

Collaborating between gifted, special and general education teachers to identify and serve high achieving students in need of differentiated services; providing greater opportunities for twice-exceptional students

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RtI PrinciplesTraditional Gifted Education

Gifted Education Within RtI

Parental Involvement

Sharing information with and from families to look at achievement levels and effectiveness of interventions

Collaborating with families to look at achievement levels and effectiveness of interventions; building targeted interventions based on information regarding each student’s interest areas and areas of strength

Wisconsin’s Concept Graphic for RtI

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National Center on RtI Graphic

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Samples of Tier One Academic Options Under RtI

Classroom differentiationCluster Ability GroupingThinking SkillsLearning Centers & Activities based on interest

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Samples of Tier Two Academic Interventions

Pull-out options that relate to talents & abilitiesCompacting and contractingResource Teachers & Resource MaterialsFlexible GroupingHonors & Advanced Placement & SeminarsCo-curriculars & extra-curriculars

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Samples of Tier Three Academic Interventions

Differentiation Education Plans (DEP)MentorshipsInternshipsIndependent ResearchRadical AccelerationEarly Entrance at any level

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Samples of Tier One Behavioral Interventions for Gifted Students

School-wide CounselingBuilding self-awarenessMetacognitive StrategiesCareer & College Readiness and Planning starting as early as possible, but no later than fifth grade

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Samples of Tier Two Behavioral Interventions for Gifted Students

Group Counseling regarding gifted issues (stress, perfectionism, multi-potentiality, asynchronous development, over-excitabilities, etc.)Social skills trainingLeadership trainingSelf Advocacy

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Samples of Tier Three Behavioral Interventions for Gifted Students

Intensive and individual counselingMay require outside services

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Samples of Tier One Coaching Support for Teachers & Administrators of Gifted Students

Support in differentiation of content, process and productCoaching around the emotional needs of gifted learners in the regular classroomCoaching parents around the needs of gifted students (SENG)

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Samples of Tier Two Coaching Support for Teachers & Administrators of Gifted Students

Continued coaching . . .

higher level differentiation strategiescluster grouping and flexible groupingstructures & schedules that recognize gifted students emotional needs of gifted studentsworking with parents of gifted students

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Samples of Tier Three Coaching Support for Teachers & Administrators of Gifted Students

Coaching to recognize when additional help, resources or outside counseling are needed Coaching around writing and managing a DEP (Differentiated Educational Plan)

Coaching parents about additional high level resources (WCATY, NUMATS, Online Learning)

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Outcomes for Gifted in RtI

RtI supports and gives value to regular formative assessments to inform instructional practice.

Increased academic achievement is expected and measured.

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Growth to Standards Approach

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Policy Implications for Gifted Education & RtI- Elissa F. Brown & Susan H. Abernathy, Chapter 5 in RtI for Gifted

Students; Prufrock Press 2011

Early identification policies for nurturing potential in allEarly identification policies for historically under-represented populations (culturally, linguistically, economically disadvantaged and twice-exceptional)Off-level testing for highly giftedMatching service delivery to identification

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More Policy Implications for Gifted Education & RtI - Elissa F. Brown & Susan H. Abernathy, Chapter 5 in

RtI for Gifted Students; Prufrock Press 2011

Evaluation/accountability to monitor delivery & fidelity of serviceTeacher development, licensure and professional developmentInvolving parents in developing and revising local gifted education plans

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RtI & Gifted Education Resources

http://www.dpi.state.wi.us/cal/gifted.html

1. Gifted Child Today Summer 2009 Issue

2. DPI MediaSite presentation 3. PowerPoint slides included in the

presentation. 4. Key Characteristics of Gifted

Education Plans33

Gifted Child Today Summer 2009

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Contents

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

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.

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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. Especially look for those discussing establishing ‘local norms’ for under-represented populations.

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Further Information

Removing the Mask: Gifted in Poverty by Paul Slocumb & Ruby Payne

2e Newsletter

Dr. Donna Ford: Closing the Achievement Gap

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Words to Grow By . . . .

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Questions?

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